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Towards integrated assessment in South African higher education

dc.contributor.authorBeets, Peteren_ZA
dc.date.accessioned2017-06-29T14:12:36Z
dc.date.available2017-06-29T14:12:36Z
dc.date.issued2009
dc.identifier.citationBeets, P. 2009. Towards Integrated Assessment in South African Higher Education, in E. Bitzer (ed.). Higher Education in South Africa: A Scholarly Look behind the Scenes. Stellenbosch: SUN MeDIA. 183-202. doi:10.18820/9781920338183/09.en_ZA
dc.identifier.isbn978-1-920338-14-5
dc.identifier.issn978-1-920338-18-3
dc.identifier.otherdoi:10.18820/9781920338183/09
dc.identifier.urihttp://hdl.handle.net/10019.1/101887
dc.descriptionCITATION: Beets, P. 2009. Towards Integrated Assessment in South African Higher Education, in E. Bitzer (ed.). Higher Education in South Africa: A Scholarly Look behind the Scenes. Stellenbosch: SUN MeDIA. 183-202. doi:10.18820/9781920338183/09.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractHigher education institutions are increasingly challenged to address pressing societal needs. This has led to changes in the nature of knowledge production and the competencies students are required to develop through teaching programmes. One area in which this change is evident is in a shift from Mode 1 knowledge that refers to pure, disciplinary, homogeneous, expert-led university-based knowledge to Mode 2 knowledge characterised as applied, problem-solving, transdisciplinary, heterogeneous and network-embedded. Consequently many teaching programmes now tend to focus not only on the knowledge (foundational) component, but also on the skills (practical) and application (reflexive) components of learning. All these components are necessary to support students to not only acquire memorised factual knowledge, but also to integrate their acquired competencies in different contexts so as to fulfil roles in the world beyond higher education. Assessment that serves as a catalyst for both teaching and learning can play a role in guiding and supporting the processes aimed at the attainment of applied competence. The response of the South African government to this challenge in higher education is to use assessment formatively and summatively in attaining applied competence. This chapter attempts to contextualise the tensions between the current assessment practices in higher education and what policies propose. It is argued that simply embracing these policies is problematic because the priorities of higher education and the state vary due to the different constituencies they serve and their concomitant priorities and imperatives. From an analysis of current higher education assessment practices, ways of mediating this divide are suggested, also serving as pointers for further research in this area.en_ZA
dc.format.extent20 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationHigher Education in South Africa: A Scholarly Look behind the Scenesen_ZA
dc.relation.haspartHigher Education as a Field of Study and Researchen_ZA
dc.relation.haspartImprovement-Oriented Evaluation of Undergraduate Science Programmes and the Quality of Student Learningen_ZA
dc.relation.haspartInstitutional Governance in SA Higher Education: For the Common Good or Politcal Power-Playen_ZA
dc.relation.haspartJourneying with Higher Education Studies and Research: A Personal Perspectiveen_ZA
dc.relation.haspartResearch Within the Context of Community Engagementen_ZA
dc.relation.haspartThe Professional Developments of Academics: In Pursuit of Scholarshipen_ZA
dc.relation.haspartThe University in a Contemporary Era: Reflections on Epistemological Shiftsen_ZA
dc.relation.haspartTowards a Pedagogy of Possibility: Teaching and Learning From a 'Social Justice' Perspectiveen_ZA
dc.relation.haspartTwo Master's Student' Perspectives on Higher Education Studies: In Pursuit of Scholarshipen_ZA
dc.relation.haspartUniversities and Public Goods: In Defence of Democratic Deliberation, Compassionate Imagining and Cosmopolitan Justiceen_ZA
dc.relation.haspartUniversities as Organisations or Institutions?: The Culture Debate and One Instituteen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101826en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101895en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101896en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101897en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101894en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101622en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101899en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101900en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101902en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101888en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101904en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101903en_ZA
dc.subjectCollege teaching -- South Africa -- Evaluationen_ZA
dc.subjectEducational evaluation -- South Africaen_ZA
dc.subjectEducational tests and measurements -- South Africaen_ZA
dc.subjectEducation -- Study and teaching (Higher) -- South Africaen_ZA
dc.titleTowards integrated assessment in South African higher educationen_ZA
dc.typeChapters in Booksen_ZA
dc.description.versionPublishers' versionen_ZA
dc.rights.holderSUN MeDIAen_ZA


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