Key Principles for Over-Arching National Assessment Policy: A South African Perspective

Abstract

The South African system for education, train­ing and development is framed by the National Qualifica­tions Framework (NQF), intended to reform pre-democracy unfair practices. The NQF objectives of access, redress, mo­bility, progression, quality, and transparency are achieved by implementing the NQF policy suite, including policies for qualifications, assessment, and recognising learning. The National Policy for Designing and Implementing Assess­ment, developed by the South African Qualifications Au­thority (SAQA), frames assessment across diverse NQF contexts. This paper seeks to address the questions: (1) ‘What does the literature say about the features of good assessment pol­icy? (2) ‘What aspects feature in the assessment policies of high-achiev­ing schooling systems, higher education institutions and vocational bod­ies internationally?’ and (3) What lessons can be drawn from the lit­erature and sourced policies. The paper presents a literature re­view on sought-after criteria in assessment policy and a qual­itative analysis of the overarching national, schooling, higher education, and vocational assessment policies of the 16 countries selected. It draws on the literature and policies to develop recommendations to enhance South African assess­ment policy. The findings pointed to key aspects for devel­opment in South African national assessment policy, partic­ularly in the areas of academic integrity and ethics; plagia­rism; online assessment and technology and assessment; greater guidance in enabling and supporting diverse groups; closing the loop between current and future learning or work; and greater clarity in, and accessibility of, guidance for policy implementers. Drawing on these findings could po­tentially strengthen South African assessment policy in the NQF context.