[Free] Assessment In Higher Education
Assessment in the context of Higher Education – Free Course
What you’ll learn
- Understanding what assessments are in the higher education context
- Have a thorough understanding of key concepts in the assessment of/for learning
- Know the importance of assessments in higher education
- Know and distinguish between the different types of assessments
- Have basic knowledge on the levels of learning on Bloom’s Taxonomy
- Understands how assessments take place in higher education
- To clearly understand the set principles of good assessment
- To clearly understand the benefits of good assessment
Requirements
- No work experience needed
- You need at least Diploma or Bachelor
- Basic computer literacy skills
Description
This module provides you with information on key concepts and guidelines for the assessment of student learning, as well as different forms, methods, instruments, and tools of/for student assessment in higher education. In the prescribed and recommended reading material you will find information on conventional and alternative assessment, as well as an indication of the importance of assessment and new approaches in a changing higher education environment. The purposes, principles, and process of effective student assessment as well as the interrelatedness of assessment and effective learning facilitation in higher education should also become clear.It will focus on the following units:
Unit 1: What are assessments in the HE context
Unit 2: Different types of assessments
Unit 3: Importance of assessments
Unit 4: What, How, and Why do we assess
Unit 5: Principles of good assessment
Unit 6: Benefits of good assessment
When dealing with assessment in this module, we will continually reflect on the following questions:
How effective is assessment design and practice in terms of?
– clarity and student teachers’ understanding of assessment criteria and assignments.
– promoting learning (including the quality of feedback to student teachers).
– measuring attainment of the intended learning outcomes.
– appropriateness to the student profile, level, and mode of study.
– consistency and rigour in marking.
– evidence of internal moderation and scrutiny by external examiners?
Author(s): Remaketse Makateng, Nokuthula Mbuli, Lerato Thabane, Tsholofelo Kgati
