Open Books and Proceedings

Proceedings of the 40th AEAA Annual Conference on Reimagining Educational Assessment in the Age of Multiple Dimensions of Learning in a Global Society

Editors: Matseliso Lineo Mokhele-Makgalwa — 2024-12-20

The 40th AEAA Annual Conference Proceedings presents a collection of peer-reviewed articles that critically explore contemporary challenges and innovations in educational assessment. Under the theme "Reimagining Educational Assessment in the Age of Multiple Dimensions of Learning in a Global Society," these contributions examine transformative approaches to assessment within diverse educational contexts, with a strong focus on African and global perspectives. The twelve articles featured in this volume cover a range of pertinent topics, including frameworks for quality assurance in online assessments, strategies for enhancing learning outcomes through partnerships, and the role of formative assessment in self-regulated learning. Other discussions highlight emerging trends in school-based assessment, the integration of technology in assessment practices, and the evolving needs of learners with intellectual disabilities. Contributions also explore critical themes such as the authenticity of e-assessment policies, peer assessment in technical disciplines, and the alignment of national assessment standards with contemporary educational demands. Providing a rigorous analysis of current and emerging assessment methodologies, this volume offers valuable insights for educators, policymakers, and researchers. It serves as a foundational resource for enhancing assessment strategies that are responsive to evolving pedagogical landscapes, ensuring equitable, inclusive, and high-quality education.

Towards a Quality Assurance Framework for Online Assessments for Business Education Subjects in the FET Phase

Karen dos Reis — 2024-12-20

The COVID-19 pandemic has precipitated a shift to online assessments for educational institutions worldwide and exacerbated challenges related to assessment implementation and processes. In South Africa, the quality of online assessments in schools remains a central concern, partly due to the lack of consensus on the criteria that establish such quality. The objective of this study is to establish a framework to create transparency and consistency when summative online assessments are applied in the FET band (Grades 10 to 12). The methodology employed consists of a preliminary meta-study of research related to online (summative) assessment, with a focus on quality assurance over a five-year period from 2018 to 2023, using one search engine.The main findings suggest that four dimensions are required to ensure quality assurance for online assessments: a policy dimension, which represents specific regulatory or statutory bodies to ensure quality assurance processes; presage factors, which are mainly concerned with infrastructure; the people involved (examination bodies, teachers, learners, and school management teams); and the processes applied to ensure continuous collection of information and monitoring of the strengths and weaknesses of the assessment process. The value of the proposed framework lies in the implementation of online assessments that are learner-centred, authentic, trustworthy, and reliable. Moreover, it supports quality assurance in the review and evaluation of online assessment procedures.

Strategies for Enhancing Learning Outcomes Through Partnerships in South Africa’s Education Sector

Patricia Ndlovu — 2024-12-20

In South Africa's evolving education landscape, strategic partnerships and distinctive brand identities play pivotal roles in enhancing learning outcomes and accessibility. However, many educational institutions struggle to differentiate themselves and leverage synergies effectively, hindering their ability to craft appealing strategies for partnerships and brand development. This research paper explores fundamental theories and best practices that educational institutions can adopt to create distinctive brand identities and establish meaningful partnerships, which are key factors in enhancing learning outcomes and institutional sustainability. The study focuses on three critical areas: articulating an institution's unique identity and vision, developing distinct visual identities and messaging, and implementing and sustaining strategic partnerships. It emphasises the importance of clearly conveying institutional strengths and values to priority audiences, enabling educational entities to stand out amidst competition and form valuable collaborations with external stakeholders. The research highlights how these collaborations can create synergies that significantly enhance educational offerings and operational efficiency. Furthermore, it draws attention to the importance of authentically defining core competencies and differentiators, developing vision and mission statements that communicate strategic priorities, designing cohesive visual identifiers, and constructing marketing messages that resonate with key stakeholders. The paper argues that the long-term sustainability and competitiveness of educational institutions in South Africa depend substantially on their ability to define a distinct identity and expand capability pipelines through strategic partnerships. This study contributes to the body of knowledge in educational management and marketing, offering actionable recommendations for institutions striving to enhance their impact, relevance, and sustainability in pursuit of quality education for all in South Africa's dynamic educational environment.

Learning in Eclectic Formative Assessment Strategies: Experiences of Accounting Pre-service Teachers in one Higher Education Institution

Jabulisile Ngwenya — 2024-12-20

One of the goals of Accounting education is to develop graduates capable of equipping learners with analytical skills pertinent to analysing and understanding financial information required for making economic decisions. Gaining and developing the knowledge and skills necessary for learning Accounting demands full engagement from both students and teachers throughout the learning process. This is primarily achieved through the application of wide-ranging formative assessment strategies that allow students to actively engage in learning while being challenged to think critically. This paper, therefore, aims to understand how the eclectic assessment practices of academics in a School of Education in South Africa contributed to preparing pre-service teachers for teaching. It explores the learning experiences of fourth-year Accounting students through eclectic formative assessment strategies. A qualitative case study approach within an interpretive paradigm was employed to explore the experiences of thirty purposively selected Accounting pre-service teachers. Framed by principled eclecticism, a thematic analysis of transcripts generated from semi-structured individual telephonic interviews with thirty students and WhatsApp-based focused group interviews was conducted to elicit students' views on their eclectic formative assessment practices. Insights from this study will be helpful to academics who aim to produce future teachers with the requisite skills to train the future workforce of any country. Teacher education institutions and other higher education institutions would also stand to benefit from the outcomes, which have the potential to guide policy directions to enhance the quality of undergraduate education, which is their key mandate.

School-Based Assessment as a Driver of Self-Regulated Learning: Experiences of Tourism Learners

Zanele Dube-Xaba — 2024-12-20

School-based assessment (SBA) is an approach to continuous assessment at the school level that aims to drive teaching and learning. It supports teaching and learning processes and assists in tracking learner progress on a continuous basis. Given the importance of SBA, the value of learners’ voices in contributing to its practices is crucial if the education system is committed to its efforts to improve accountability and quality education. This paper focuses on the role of SBA in driving self-regulated learning as perceived by learners who take Tourism as an elective. This interpretive case study examined Tourism learners’ experiences of SBA’s role in enhancing self-regulated learning in this subject. The researcher recruited Tourism learners from two secondary schools in the KwaZulu-Natal Province, resulting in a sample of a total of 40 Grade 11 learners who participated in four focus group sessions. The findings suggest that SBA is a driver of self-regulated learning (SRL) as the learners affirmed that this continuous assessment approach in Tourism improved their autonomy and helped them take ownership of their learning, while also enabling them to access knowledge and insight individually and in collaboration with others. The findings suggest that SBA allows learners to take control of their own learning and thus become self-regulated learners. The findings have profound implications for the role of assessment in the schooling context as it improves learners’ accountability and sense of ownership of their own learning. Moreover, the variety of SBA assessment practices facilitates knowledge construction and thus improves the quality of education provision.

Assessment Practices Fit for a Fast-changing World: A South African Perspective

Cheryl Weston — 2024-12-20

In the face of global uncertainties and pressing local inequalities, education systems worldwide are prioritising the development of competencies to equip learners with the skills necessary for the 21st century. In South Africa, the Department of Basic Education (DBE) has initiated a Curriculum Strengthening process that emphasises the integration of social, emotional, and cognitive competencies into teaching, learning, and assessment. This study addresses the central question: How can the assessment of competencies be integrated into national assessment policy and practice? Adopting a mixed-methods approach, this study draws on a literature review, 15 semi-structured expert interviews, and primary research with 43 teachers and 118 learners across diverse school contexts. The thematic analysis of qualitative data is complemented by quantitative survey results to provide a comprehensive understanding of current assessment practices. Key findings highlight challenges such as over-reliance on summative assessments, resource constraints, and limited professional development for teachers. Nevertheless, opportunities exist in leveraging formative assessments and performance-based evaluations as key approaches to the assessment of competencies, as part of the broader national assessment regime. The study concludes that systemic changes are needed, including phased implementation, tailored teacher support, and flexible, context-appropriate assessment strategies. Recommendations emphasise aligning national assessment frameworks with the Basic Education Competency Framework (BECF), fostering inclusive and equitable classroom assessment practices, and supporting professional development to build teacher capacity.

Assessment of Learners with Mild to Moderate Intellectual Disabilities

Matsobane Elaine Johnstone — 2024-12-20

It is common practice to provide accommodations for learners who demonstrate mild to moderate intellectual disability (MID) in conventional assessments, including high-stakes examinations. Examples of these accommodations include extra time, readers and scribes, test formats and responses, and assistive devices. One concern is that even with these adjustments, academic success remains limited, as they do not address the cognitive load of the task. This study investigated the difficulties faced by learners with MID and how these challenges affect assessment practices. It followed a qualitative approach, using an online survey to collect qualitative data from 30 schools. Additionally, principals from six schools participated in semi-structured interviews. The data was analysed thematically. The findings indicate that learners with MID have limited cognitive abilities and, therefore, experience difficulties in processing and remembering large amounts of information at once. They also have limited executive functions, poor academic attitudes, and short attention spans. Regarding current assessment practices, the findings reveal that all formal tests consist primarily of various short-answer question formats; all summative assessments are brief and are sometimes administered once per semester, while practical assessments are given a higher weight than theoretical assessments. This study has uncovered that the use of conventional accommodations does not adequately provide learners with MID the opportunity to demonstrate their knowledge and competencies. It recommends that education policies be amended to address the current assessment challenges in order to encourage academic success for learners with MID.

Redefining Assessment Standards: A Framework for Examination Guidelines in South African Basic Education

Mbalenhle Happiness Ngema — 2024-12-20

Umalusi quality assures assessments for exit qualifications such as the National Senior Certificate (NSC) through various processes, including the evaluation of examination guidelines. The NSC is examined by three assessment bodies, and each body must develop its own examination guidelines, which must be comparable across the assessment bodies. Previous research by Umalusi identified differences in the components contained in the examination guidelines of the three assessment bodies. These differences arose from the absence of a common framework for developing examination guidelines and pose a threat to the maintenance of NSC assessment standards over time, which could undermine the credibility of this qualification. This study aimed to address this gap by developing a framework specifying compulsory components for NSC examination guidelines. Data was collected through qualitative methodology, employing document analysis and systematic literature review. Purposive sampling was used to select six countries and four subjects for evaluation; the sampled subjects were also used to pilot the framework. The findings identified five compulsory components, including general information, subject-specific details, examinable content specifications and weighting, item specifications, and scoring and response specifications. The existence of a common framework is crucial for assessment bodies to produce comparable examination guidelines, ensuring the maintenance of NSC assessment standards. The study recommends that Umalusi adopt the proposed framework and use it as a standard for the development of NSC examination guidelines across assessment bodies. Furthermore, education researchers should consider conducting further research to extend this framework to other qualifications within and outside the Umalusi sub-framework.

An Exploration of the Mathematics Assessment Practices Linked to Poor Learner Performance

Maria Catherine Kekana — 2024-12-20

South African learners are performing below the international average across the board. Mathematics has been performing below 60% for years in the NSC. Mpumalanga has been performing below the national average. CAPS provides clear guidelines on assessment practices to be utilised in order to improve learner performance. Additionally, the DBE introduced a framework called MTLF to guide teachers in teaching and assessing effectively in order to improve learning outcomes in Mathematics. Clearly, there are good policies and guidelines in place to improve learner performance in Mathematics; however, learner performance is low. Hence, the importance of conducting this study. The aim of this paper was to explore the assessment practices linked to the poor performance of learners in Mathematics in Mpumalanga Province. The paper answers the question, “What are the assessment practices linked to poor learner performance in Mathematics?” Document analysis and interviews were used as data collection techniques. Mathematics teachers in the sampled schools were interviewed. It was found that the assessment practices as prescribed in the CAPS document were used for compliance. Due diligence was not done in the moderation of scripts; learners were struggling with questions on the application of knowledge, and formative assessment was not adequately given to learners. It was recommended that learners be exposed to adequate formative assessments and that the departmental heads should moderate tasks and scripts closely. Districts should monitor assessment practices in schools. It is concluded that the assessment practices linked to the poor performance of learners were associated with the superficial implementation of the MTLF and CAPS.

Navigating Online Peer Assessment in Land Surveying Education: Enablers and Constraints

Nishani Harinarain — 2024-12-20

This paper presents an observational study focused on online student peer assessment within the context of land surveying education. Conducted over the course of one semester, the study aimed to identify the enablers, constraints, and impacts of peer assessment on learning outcomes among final-year land surveying students. Enablers included the promotion of critical thinking, collaboration, and self-reflection among students However, constraints such as time limitations and variability in peer feedback quality posed challenges to the effective implementation of peer assessment. From my perspective as an academic observer, online student peer assessment holds potential benefits for enhancing learning outcomes. When properly implemented, online peer assessment can serve as a valuable complement to traditional assessment methods, offering students a more holistic learning experience. However, allocating time and energy towards peer assessment must be carefully balanced against its perceived benefits for students. The implementation of online student peer assessment significantly influenced the outcomes of this particular module. Through online peer assessment activities, final-year students were encouraged to actively engage with course content, develop critical evaluation skills, and provide constructive feedback to their peers. This active involvement in the assessment process facilitated a deeper understanding of the module concepts and fostered a supportive learning community within the classroom. Despite challenges, the potential benefits of online peer assessment for learning outcomes justify its integration into educational practices. By leveraging online peer assessment effectively, educators can empower students to take ownership of their learning journey and cultivate essential skills for their future careers in the field.

A Critical Review of the Purposes and Authenticity of E-Assessment Policies and Practices

Doctor Ngema — 2024-12-20

In general, the overall purpose of assessment is to account for the knowledge, skills, dispositions, and attitudes that learners possess as a result of their educational experiences. In recent times, there has been an increased emphasis on the role of technology-enhanced assessments, which have mainly been referred to as e-assessments, to improve assessment designs through the use of innovative digital tools. However, it is important that these changes are directed and driven by appropriate education policies to ensure that the attendant practices remain authentic by demonstrating alignment between the pedagogies used in curriculum coverage and the digitised assessment tools and modalities. This was a literature-based study examining the purposes of e-assessment and reflecting on the authenticity of attendant policies and practices in South Africa, in relation to the extant pedagogical practices and learners’ classroom experiences. From the literature, four most-cited purposes of e-assessment were identified and described, namely (a) efficiency and scalability, (b) enhanced feedback, (c) data-driven insights, and (d) accessibility and flexibility. The policy challenges faced by the country in relation to authentic e-assessment are presented and described. These include questions of validity and reliability, equity and inclusion, pedagogical alignment, and academic integrity, while implementation challenges encompass technical, training and support, ethical and privacy concerns, technological infrastructure, cultural and linguistic relevance, and data management and privacy considerations. It is argued that a better understanding of these challenges and opportunities brought about by these reflections would contribute significantly towards the development and implementation of well-rounded digital education policies in South Africa.

Towards a Framework for the Assessment and Quality Assurance of Non-Traditional Learning Experiences

Nomawethu Dumezweni — 2024-12-20

Non-traditional learning experiences have arguably gained momentum and prevalence in the education system due to their perceived flexibility, broader outreach, responsiveness, and inclusivity. However, the speed at which these alternative learning experiences have been institutionalised parallels growing concerns and antagonisms regarding their quality. First, the sluggish and rigid response to developing effective frameworks for assessing and quality-assuring non-traditional learning experiences can be counterproductive, stifling innovation and adaptation to new demands. Second, the lack of quality assurance hinders quality improvement, compromising the overall quality of the education system. These limitations have made it difficult for stakeholders to advocate for the uptake and integration of these non-traditional learning experiences into the broader education system. In light of these issues, the study employed a mixed-method approach to investigate what assessing and quality-assuring non-traditional learning experiences will entail, through the examination of literature and the development of survey questionnaires for participation from the following quality assurance bodies: Council on Higher Education (CHE), South African Qualifications Authority (SAQA), Council for Quality Assurance in General and Further Education and Training (UMALUSI), Quality Council for Trades and Occupations (QCTO), and Sector Education and Training Authorities (SETAs) provided valuable insights. The results indicated the key design considerations for institutions when developing their respective frameworks for quality assurance and assessment of non-traditional learning experiences. Respondents highlighted the importance of prioritising factors such as academic integrity, student information integrity, equity of access, and quality student experiences. The study's findings are anticipated to significantly contribute to the body of knowledge regarding non-traditional learning experiences in South Africa, offering a promising future for these innovative learning methods.

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

Heidi Bolton — 2024-12-20

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.