5 research outputs found
Exploring current student-centred assessment practices in higher education towards adaptive graduates
No full textThe last three decades have seen significant educational reform, which have influenced the transformation of assessment practices in higher education institutions (HEIs). In addition, various societal and global changes have required that higher education create adaptive graduates who acquire and develop higherorder skills which include problem-solving skills, critical thinking, creativity and autonomy. Thus, HEIs are expected to produce adaptive graduates to meet the demands of the current national and international society and workforce. Literature suggests that student-centred assessments (SCA) can promote such higherorder skills, which have also become known as 21st century skills. Since, assessment is an integral part to learning and instruction, the design of assessments have become an important aspect in HEIs. This entails HEIs adapting to the paradigm shift from traditional assessment methods to student-centred assessment methods. This study adopted a case study approach to explore staff and student’s experiences of student-centred assessments. The respondents for this study were the staff and students from a Faculty of Accounting and Informatics at a HEI in South Africa. The findings reveal that while staff and students support various SCA and activities , the implementation of these assessments are hindered by challenges faced by staff . The contribution of this paper is to emphasize how student-centred assessment (SCA) practices foster the development of adaptive graduates while addressing the challenges to their effective implementation. Furthermore, this paper is significant to policymakers, educators, and institutional leaders seeking to enhance assessment practices and prepare adaptive, future-ready graduates
Development of a framework for the provision of student-centred assessment in higher education
No full textSubmitted in fulfilment of the requirements of the degree of Doctor of Philosophy in Management Sciences specialising in Business Administration at the Durban University of Technology, Durban, South Africa, 2024.The reform of education over the past three decades has influenced Higher Education
Institutions (HEIs) to transform their assessment practices. Lecturers are required to
facilitate learning through an innovative and student-centred approach. This involves
inculcating knowledge, competencies and 21st century skills by integrating teaching
and learning and assessment practices. This paradigm shift to a student-centred
approach to assessment practices allows assessments to be authentic. Student
centred assessments increase autonomy, creativity, critical thinking and problem
solving skills. It prepares students to be adaptive graduates and life-long learners with
the ability to explore real-world challenges and problems. Consequently, assessment
practices perform an important role in Higher Education in order to address the critical
skills and autonomy needed by students, which can be provided through the use of
authentic or student-centred assessments that promote the use of 21st century skills.
Therefore, nationally and globally, HEIs are required to adapt to the paradigm shift.
Thus, the objectives of this study were to ascertain, explore and establish the practices
of student-centred assessments at the Durban University of Technology. This study
followed a convergent mixed methods design, adopting a case study approach. The
quantitative phase of the study comprised questionnaires completed by staff and
students from the Faculty of Accounting and Informatics. The qualitative phase was
a document analysis of the institutional documents pertaining to assessments. The
results from the quantitative and qualitative phases were analysed and interpreted to
present the findings. The results from both phases were triangulated with the
theoretical framework, conceptual framework and reviewed literature. The overall
findings revealed that there was a need for student-centred assessment practices.
The findings also indicated that staff supported various student-centred assessment
and activities. However, there was limited usage of student-centred assessment due
to the barriers and challenges that staff experience. The study recommends a
proposed framework for the provision of student-centred assessments. This
framework offers guidelines to assist lecturers in creating and evaluating assessments
that foster student-centeredness, and that influence higher-order thinking skills and
self-development.
Students’ Transition into Higher Education: Incorporating High-Impact Practices to Foster Smooth Transition and Academic Success
No full textThe transition into Higher Education (HE) is a problematic situation for students and academic institutions worldwide. This scenario is even more apparent in the South African environment as a majority of the student body resides in low-income, rural environments and are first-generation university students. Such a context presents unique challenges such as separation from family, cultural differences and family obligations, together with academic and social integration pressures, thus placing students in an unfamiliar environment within HE. If successful integration into HE is not achieved at this initial stage of entry, students face the risk of academic failure. The purpose of the study was to explore the challenges faced by South African first-year students as they transition into HE and the impact of peer mentorship on the successful progression of university students. Findings reveal that engaging in high- impact practices inherent in first-year student experiences ultimately leads to the promotion of student success in areas such as increased academic performance, participation in activities with educational goals, student contentment and persistence in completion of their studies. This paper proposes an intervention that supports a smooth transition of students into higher education as it draws from the strategies of High-Impact Practices (HIPs) applicable to undergraduate courses
Students’ Transition into Higher Education: Incorporating High-Impact Practices to Foster Smooth Transition and Academic Success
No full textThe transition into Higher Education (HE) is a problematic situation for students and academic institutions worldwide. This scenario is even more apparent in the South African environment as a majority of the student body resides in low-income, rural environments and are first-generation university students. Such a context presents unique challenges such as separation from family, cultural differences and family obligations, together with academic and social integration pressures, thus placing students in an unfamiliar environment within HE. If successful integration into HE is not achieved at this initial stage of entry, students face the risk of academic failure. The purpose of the study was to explore the challenges faced by South African first-year students as they transition into HE and the impact of peer mentorship on the successful progression of university students. Findings reveal that engaging in high- impact practices inherent in first-year student experiences ultimately leads to the promotion of student success in areas such as increased academic performance, participation in activities with educational goals, student contentment and persistence in completion of their studies. This paper proposes an intervention that supports a smooth transition of students into higher education as it draws from the strategies of High-Impact Practices (HIPs) applicable to undergraduate courses
Students’ Transition into Higher Education: Incorporating High-Impact Practices to Foster Smooth Transition and Academic Success
No full textThe transition into Higher Education (HE) is a problematic situation for students and academic institutions worldwide. This scenario is even more apparent in the South African environment as a majority of the student body resides in low-income, rural environments and are first-generation university students. Such a context presents unique challenges such as separation from family, cultural differences and family obligations, together with academic and social integration pressures, thus placing students in an unfamiliar environment within HE. If successful integration into HE is not achieved at this initial stage of entry, students face the risk of academic failure. The purpose of the study was to explore the challenges faced by South African first-year students as they transition into HE and the impact of peer mentorship on the successful progression of university students. Findings reveal that engaging in high- impact practices inherent in first-year student experiences ultimately leads to the promotion of student success in areas such as increased academic performance, participation in activities with educational goals, student contentment and persistence in completion of their studies. This paper proposes an intervention that supports a smooth transition of students into higher education as it draws from the strategies of High-Impact Practices (HIPs) applicable to undergraduate courses
