Abstract
Assessment is a pivotal component of higher education that significantly influences students' overall learning experiences. This thesis explores South African University students' experiences of the assessment of their learning. It aims to contribute to the debate on the assessment of students’ learning, with the aim of transforming assessment to a student-centred practice that will support their learning and success.Through a qualitative exploratory single-case design, I collected data from undergraduate students from one of the South African Higher Education Institutions, Nelson Mandela University, by means of a Mmogo-Method™ in focus group discussions. A diverse sample of students from different disciplines and demographic backgrounds was included in the study.
The findings revealed a complex interplay of factors shaping students' assessment experiences, which can significantly impact their overall academic performance. The discussion of these findings has theoretical and professional contributions to the enhancement of effective student-centred assessment practice in universities.
Recommendations for enhancing students' assessment experiences are proposed, highlighting the importance of promoting humanisation and contextual or context-responsive assessment that fosters a supportive learning environment.
| Date of Award | 24 Jul 2024 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Dan Davies (Supervisor) |
Keywords
- Assessment experience
- academic performance
- humanisation
- contextual assessment
- higher education