Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology

Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research...

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Autores principales:	Anisa Vahed, Matthys Michielse Walters, Ashley Hilton Adrian Ross
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	continuous assessment assessment literacy assessment bunching assessment validity and reliability Education (General) L7-991
Acceso en línea:	https://doaj.org/article/1617ce0be23849eba88ba7d4e20925ce
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spelling	oai:doaj.org-article:1617ce0be23849eba88ba7d4e20925ce2021-11-04T15:00:43ZContinuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology2000-450810.1080/20004508.2021.1994687https://doaj.org/article/1617ce0be23849eba88ba7d4e20925ce2021-10-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1994687https://doaj.org/toc/2000-4508Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology. The results of this study provide the basis to initiate deeper discussions on developing shared understandings of assessment literacy, assessment bunching, and assessment validity and reliability. These elements are all required for the enhancement of quality assurance and monitoring of fit for purpose continuous assessment practices.Anisa VahedMatthys Michielse WaltersAshley Hilton Adrian RossTaylor & Francis Grouparticlecontinuous assessmentassessment literacyassessment bunchingassessment validity and reliabilityEducation (General)L7-991ENEducation Inquiry, Vol 0, Iss 0, Pp 1-17 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	continuous assessment assessment literacy assessment bunching assessment validity and reliability Education (General) L7-991
spellingShingle	continuous assessment assessment literacy assessment bunching assessment validity and reliability Education (General) L7-991 Anisa Vahed Matthys Michielse Walters Ashley Hilton Adrian Ross Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
description	Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology. The results of this study provide the basis to initiate deeper discussions on developing shared understandings of assessment literacy, assessment bunching, and assessment validity and reliability. These elements are all required for the enhancement of quality assurance and monitoring of fit for purpose continuous assessment practices.
format	article
author	Anisa Vahed Matthys Michielse Walters Ashley Hilton Adrian Ross
author_facet	Anisa Vahed Matthys Michielse Walters Ashley Hilton Adrian Ross
author_sort	Anisa Vahed
title	Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
title_short	Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
title_full	Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
title_fullStr	Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
title_full_unstemmed	Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
title_sort	continuous assessment fit for purpose? analysing the experiences of academics from a south african university of technology
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/1617ce0be23849eba88ba7d4e20925ce
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Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology

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