Quality Assurance of Assessments: A Case Study: Provided by Central University of Technology Free State - ..
Quality Assurance of Assessments: A Case Study: Provided by Central University of Technology Free State - ..
Quality Assurance of Assessments: A Case Study: Provided by Central University of Technology Free State - ..
Abstract
1. INTRODUCTION
2. DEFINITIONS
For the purpose of this article, the following concepts need to be defined
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Assessment: Assessment is the process by which academics make judgments
how well the learning has occurred. The assessment of student learning is
generally understood to mean the practice of designing formal tasks for students
to complete and then of making inferences from and estimating the worth of their
performances on these tasks (Council on Higher Education 2003:2).
Outcomes: Outcomes refer to the knowledge, skills and values within particular
contexts (Nelson & Futter 1998:153).
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3. HOW IS STUDENT ASSESSMENT CHANGING
While academics have favoured traditional assessment methods for years the
current shift in educational practice towards outcomes-based education
emphasise the adoption of a new approach of assessment. Also with the
implementation of the South African Qualifications Authority (SAQA) Act 1995
(Act 58 of 1995) higher education institutions is moving away from the traditional
examination driven approach to an outcomes-based assessment approach that is
seen to have greater educational value in terms of the kinds of education and
learning it encourages (Ellery &Sutherland 2004:100).
When academics consider methods of assessment they will find that there are no
method unique to outcomes-based education. In fact there are no methods that
can never be used in outcomes-based education (Killen 2000:79). However care
needs to be taken by academics not to be overburdened with too many
assessments. The key to outcomes based assessment is to specify learning
outcomes and to assess student performance. This involves making explicit the
learning outcomes that the students have to achieve and then designing
assessment instruments that will effectively assess student attainment of these
outcomes (Council on Higher Education 2003:3). Explicit assessment criteria are
derived from the learning outcomes in order to assess a particular performance.
Outcomes-based assessment approach pose enormous challenges for
assessment practice in higher education. In the light of this assessments should
contribute to:
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• Assess students abilities to integrate knowledge and skills to achieve specific
outcomes
• A move away from one main method of assessment that take place at the end
of the course to the implementation of a wide range of continuous
assessment methods (Council of Higher Education 2003:2-3 and Guidelines
for Education and Training Quality Assurance Bodies 2001).
With the above in mind it is clear that the development of fair, effective and
efficient assessment provision in higher education requires a more
comprehensive role for assessment than has traditionally been the norm. The
real challenge is how should academics go about to create the conditions for
outcomes-based assessment. One means of attempting to do so is the
development and implementation of teaching and learning policies and strategies
that emphasise outcomes-base education and assessment.
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5. AN EMPIRICAL INVESTIGATION INTO LEARNERS’ PERCEPTIONS
The Public Human Resource Management III module is part of the Public
Management Programme. In 2002 the School of Government management at the
Central University of Technology adopted the outcomes based education
approach. The New Public Management programme consist of 24 modules that
are presented from the first year up to the BTech (fourth year) level. Each
module is indented as a unique contribution to the field of public management
and to provide students with the necessary skills and competencies to be able to
manage public institutions effectively and efficiently. The Public Human Resource
Management III module consists of six learning units. In each learning unit
specific learning objectives are provided. The current assignment, self-
assessment and the formal test for this module was introduced in 2002 to assess
whether a student achieved the specific learning objectives. At the end of the
semester students have to write a formal written evaluation (summative
assessment) to make a judgment of the standard of achievement of the learning
outcomes.
This empirical investigation attempts to determine whether the third year Public
Management student’s benefits from the assessment methods (self
assessments, the assignment and the formal test) used to achieve the critical
learning outcomes of the Public Human Resource Management IV module. It
does so by investigating whether the students according to their own perceptions
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5.4 The research instrument
The research findings are presented in table 1. The table is a combined analysis
of the responses to the items of the assessment (assignment, self-assessment
and the formal test)
A. ASSIGNMENT
1. Did you attend the lecture 4 53 60.9%
about how to compile an 3 33 37.9
effective assignment? 2 1 1.14%
1 0 -
2 Is the topic of the 4 63 72.4%
assignment relevant to the 3 24 27.5%
module? 2 0 -
1 0 -
3. Did the assignment assist 4 52 59.7%
you to achieve the outcomes 3 34 39.0%
stated in the learning unit? 2 0 -
1 1 1.14%
4. Did you buy the guidelines 4 9 10.3%
how to compile a good 3 0 -
assignment from the Library 2 0 -
and Information Centre? 1 78 89.6%
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memorandum to improve your 3 32 36.7%
writing and research skills? 2 1 1.14%
1 0 -
6. Did you benefit from the 4 53 60.9%
feedback lecture? 3 34 39.0%
2 0 -
1 0 -
7. Did you benefit from both 4 70 80.4%
the memorandum and the 3 17 19.5%
feedback lecture to improve 2 0 -
your research skills? 1 0 -
8. Did the assignment assist 4 57 65.5%
you to enhance your 3 30 34.4%
knowledge, and skills about 2 0 -
the specific module? 1 0 -
B. FORMAL TEST
1. Were the questions in the 4 55 63.2%
test in line wi h he learning 3 31 35.6%
outcomes of the specific units 2 1 1.14%
in the module? 1 0 -
C.SELF-ASSESSMENTS
1. Did the self-assessments at 4 59 67.8%
the end of each unit help you 3 28 32.18%
to prepare yourself for the 2 0 -
summative assessment? 1 0 -
2. Did the self assessments 4 50 57.4%
assist you to achieve the 3 37 42.5%
outcomes of the different 2 0 -
units? 1 0 -
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Responses to all the activities were very positive, expect for the item dealing with
the purchasing of the guidelines how to compile a good assignment. Only
10.3% indicated that they make use of this opportunity where as 89.6% of the
respondents indicated that they did not purchase (at a very low cost) the
guidelines from the Library and Information Centre as requested. These
guidelines assist students how to compile a good assignment. The reason why
students did not make use of this opportunity could be that they are not serious
enough about the assignment as an effective assessment method. However in
future these guidelines will be distributed to all the third year students in class.
The main findings of this empirical investigation can be summarised as follows:
• Moreover 63.2% strongly agreed and 35.6% of the respondents indicated that
the questions in the formal test were in line with the learning outcomes of the
specific learning units in the Human Resource Management III module. Only
one respondent of the total of eighty seven respondents disagreed on this
item.
6. CONCLUSION
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the adoption of the outcomes based approach to education it becomes critical
important to measure whether the current assessment used contributed to the
learning process of achieving specific learning objectives.
7. BIBLIOGRAPHY
Biggs D.,
1996. Assessing learning quality. Reconciling institutional and staff demands.
Assessments and Evaluation in Higher Education 21(1, 5-15).
Ireland, L.R.
1991. Quality Management for Projects and Programmes. Upper Darby, Pa:
The Project Management Institute.
Killen R.
2000. Linking Teaching and Assessment in Outcomes-Based Education. Paper
presented at the Southern African Society for Education (SASE) Conference 31
August – 2 September 2000, Richards bay, South Africa.
Makoni S.
2000. Improving Teaching and Learning in Higher Education. A Handbook for
Southern Africa. Witwatersrand University Press, Johannesburg.
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Nelson R., & Futter B.
1996. Using the portfolio for enchaning student learning: a case study. South
African Journal of Education. Vol 12 No 3, 152-158.
Steyn GM.
2000. Applying the principles of total quality management to a learning process:
a case study. South African Journal of Higher Education Volume 14 no 1, 174-
184.
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