Work-integrated learning (WIL) is a formal program for student teachers to practice teaching in an authentic learning environment. Assessment of this program can bring conflicts between student teachers and assessors. This empirical study undertaken in South Africa discusses student teachers' participation in the assessment of their WIL. The study…

This article, located in the discipline of academic literacy studies, draws upon the fields of critical realism, design research, and evaluation studies. It reports on the validation of a flexible evaluation design for assessing the impact of academic literacy interventions. The design was validated in two ways. Firstly, through a process of…

Lecturers often claim that time constraints cause tension regarding feedback on students' assessment opportunities. Assessment strategies for effective feedback procedures can lead to early identification of problem areas in student performance. Numerous students at higher education institutions (HEIs) do not complete their qualifications or take…

Assessment is essential for teaching and learning mathematical concepts. Teachers' and learners' understanding of how assessment is to be conducted in mathematics classrooms will guide what is to be taught and learnt and how teaching and learning will be conducted. The researchers' assertion is that circle geometry lessons require thinking-based…

This article reports on findings from a qualitative case study that explored teacher voice in the context of educational change in implementing the Curriculum and Assessment Policy reform in South Africa. The study uses the meta-theoretical paradigm of social constructivism and the conceptual framework of "resistance as good sense" to…

Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This…

This paper presents the results of a systematic review of literature, reported in research journals, on the experiences of higher educational institutions regarding teaching, learning, and assessment during the COVID-19 pandemic. Different studies related to the COVID-19 pandemic have been conducted within the South African context, but there has…

This study reviews the implications of the 2014 reporting regulation for public higher education institutions (PHEIs) in South Africa. Guided by the monitoring and evaluation logical framework model and the theory of change, the research assesses the alignment between the regulation's outcomes and practical implementation. Employing a Document…

Assessment policy reform has led to the adoption of a "participatory" framework of assessment in South African higher education. Using a Foucauldian theoretical lens, this article explores the relation between participatory assessment practices in higher education and social control. Empirical evidence is drawn from assessment practices…

Work-integrated learning (WIL) is a vital pedagogical strategy in higher education for engaging student teachers to apply their knowledge and skills in authentic contexts. This paper provides an exploratory case study of an open distance and e-learning university (ODeL) in South Africa, to evaluate the effectiveness of online assessments for…

Linking assessment and curriculum in science education, particularly within the topic of matter and its changes, is often taken for granted. Some of the fundamental elements of the assessment, such as the choice of wording and visual representations, as well as its relation to the curricular sequence, remain understudied. In addition, very few…

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease…

This bibliometric study investigates the evolution and trends in quality assurance in distance higher education (QADHE) through a comprehensive analysis of Scopus-indexed publications spanning from 1993 to 2024. The research aims to address several critical aspects, including publication trends, international collaboration networks, influential…

To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers' conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an…

With the operationalisation of lockdowns and restrictions on public gatherings, education systems across the entire globe were confronted with an urgent need to reconsider alternative forms of teaching, learning and assessment. Some institutions in developing countries were especially hard-hit by the shift owing to inadequacies in training and…