The rapid transition to online learning during the Covid-19 pandemic has necessitated re-evaluating assessment practices in higher education. This research article presents an assessment model to inform policymakers and practitioners of innovative approaches to address the challenges effectively. Using an action design research methodology, this study delves into the problem of online assessments in Private Higher Education Institutions (PHEIs). By considering the contextual factors of load shedding, unavailability of Wi-Fi, the requirement for cheat-proof evaluations, and the paramount importance of addressing learning outcomes, the study sought to design a model that enables effective assessments in a post-Covid world. The designed artifact contributes to the growing body of knowledge on assessment practices in higher education by providing practical insights and recommendations for adapting to the unique challenges faced post-Covid. The model can guide policymakers and practitioners in developing a framework to address innovative assessment designs in the future.
online assessments, private higher education institutions, innovation, assessment
Alzubi, A.A.F., Al-Mwzaiji, K.N.A. & Nazim, M. (2022). Online and offline assessment methods in higher education: A revisitation of EFL teachers’ perceptions and practices. Journal of Language, Teaching and Research, 13(6), 1147-1155. https://doi.org/10.17507/jltr.1306.02
Bakker, A. (2018). Design research in education. Routledge.
Barrie, S.C. (2007). A conceptual framework for teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 439-458. https://doi.org/10.1080/03075070701476100
Barrie, S.C., Hughes, C. & Smith, C. (2009). National Graduate Attribute Project (GAP) Final Report. http://www.itl.usyd.edu.au/projects/nationalgap/resources/presentations.htm
Bell, S. (2022). Implementing graduate attributes. Griffith University.
Coetzee, M. (2012). Graduate attributes and employability in curriculum and assessment design. Lecture presented at the Department of Industrial and Organisational Psychology, College of Economic and Management Sciences, UNISA.
Collatto, D.C., Dresch, A., Lacerda, D.P. & Bentz I.G. (2018). Is action design research indeed necessary? Analysis and synergies between action research and design science research. Systemic Practice and Action Research, 31, 239–267. https://doi.org/10.1007/s11213-017-9424-9
Council of Higher Education (2011). A framework for qualification standards in Higher Education. Consultation document. Unpublished. https://www.che.ac.za/file/6130/download?token=s7a2LI4K
Council of Higher Education (2022). National review of South African doctoral qualifications. Published as Doctoral Degrees National Report, March 2022.
Dianati, S. & Laudari, S. (2023). ChatGPT and generativeAI: 25 applications in teaching and assessment. Times Higher Education, 15 Auagust 2023. https://www.timeshighereducation.com/campus/chatgpt-and-generative-ai-25-applications-teaching-and-assessment
Dos Reis, K., Swanepoel, C., Yu, D. & Anciano, F. (2022). Exploring the alignment of first-year summative assessments with Bloom’s Taxonomy: A longitudinal study. South African Journal of Higher Education, 36(5), 37-57. https://dx.doi.org/10.20853/36-5-4784
Fynn, A. & Mashile, E.O. (2022). Continuous online assessment at a South African open distance and e-learning institution. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.791271
Godsell, S.D. (2021). Decolonisation of history assessment: an exploration. South African Journal of Higher Education, 35(6), 101-120. http://dx.doi.org/10.20853/35-6-4339.
Griessel, H. & Parker, B. (2009). Graduate attributes: a baseline study on South African graduates from the perspective of the employers. HESA and SAQA. http://www.saqa.org.za/docs/pubs/general/graduate_attributes.pdf
Haj-Bolouri, A., Bernhardsson, L. & Rossi, M. (2016). PADRE: A method for participatory Action Design Research. In: Parsons, J., Tuunanen, T., Venable, J., Donnellan, B., Helfert, M., Kenneally, J. (eds) Tackling Society’s Grand Challenges with Design Science. DESRIST 2016. Lecture Notes in Computer Science(), vol 9661. Springer, Cham. https://doi.org/10.1007/978-3-319-39294-3_2
Hevner, A.R., March, S.T., Park, J. & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28(1), 75-105. https://doi.org/10.2307/25148625
Holmes, L. (2013). Questioning the skills agenda. In Fallows, S & Steven, C., (Eds.), Integrating Key Skills in Higher Education, pp. 201-214. Routledge.
James, P., Lefoe, G. & Hadi, M. (2004). Working “through” graduate attributes: A bottom-up approach. Proceedings of the HERDSA 2004 International Conference. http://www.herdsa.org,au/conference2004/contributions/RPapers/P022-jt.pdf
Jones, A. (2009). Redisciplining generic attributes: the disciplinary context in focus. Students in Higher Education, 34(1), 85 -100.
Khumalo, S.S. & Makibinyane, J. (2021). Exploring factors that impede student support services and throughput rate: the case of TVET colleges in South Africa. International Journal of Education Economics and Development, 12(4), 397-411. https://doi.org/10.1504/IJEED.2021.10040643
Mentz, J. (2023). Rethinking higher education delivery in the post-Covid landscape. SAPHE. June 23. https://www.saphe.ac.za/blog/rethinking-higher-education-delivery-in-the-post-covid-landscape
Mikkelsen, M.F, Venable, J. & Aaltonen, K. (2021). Researching navigation of project complexity using action design research. International Journal of Managing Projects in Business, 14(1), 108-130. https://doi.org/10.1108/IJMPB-02-2020-0040
Mullarkey, M. & Hevner, A. (2018). An elaborated action design research process model. European Journal of Information Systems, 28(1), 6-20. http://doi.org/10.1080/0960085X.2018.1451811
Omar, Z., Syahidah, S.F., Hassan, R., Arshad, H., Rahmat, M., Zainal, N.F.A. & Zulkifli, R. (2012). Automated analysis of exam questions according to Bloom’s Taxonomy. Procedia – Social and Behavioural Sciences 59(1): 297‒303. https://doi.org/10.1016/j.sbspro.2012.09.278
Schutte, F. (2019). Epistemic violence: A case for the decolonisation of South African Business School curricula. South African Journal of Higher Education, 33(20. 195-211. http://dx.doi.org/10.20853/33-2-2805
Schutte, F. (2021). Emergency remote teaching: Students’ experiences during the covid-19 lockdown. Diurnalis Socialibus Scientiis, 2(1). https://www.dssjss.net/_files/ugd/722a21_f7ae62bf90f3415d9771d34d59aed33f.pdf
Schutte, F. (2024). A scoping review of challenges and opportunities of assessments in higher education. International Journal of Educational Management and Development Studies, 5(1), 123-147. https://doi.org/10.53378/353049
Sein, M., Henfridsson, O., Purao, S., Rossi, M. & Lindgren, R. (2011). Action Design Research. MIS Quarterly, 35(1), 37-56. https://doi.org/10.2307/23043488
Sharma, A.K. (2024). Evaluating different assessment methods and their impact on student achievement and motivation. International Journal of Research Publications and Reviews, 5(5), 8405-8411.
Sikka, A., Nath, J.L. & Cohen, M.D. (2007). Practicing teachers’ beliefs and uses of assessment. International Journal of Case Method Research & Application, 3, 240-253.
Susman, G.I. & Evered, R.D. (1978). An assessment of the scientific merits of action research. Administrative Science Quarterly, 23(4), 582-603. https://doi.org/10.2307/2392581
Venable, J.R. (2010). Information systems design science research as a reference discipline for other business disciplines. International Academy of Business and Public Administration Disciplines Conference (IABPAD 2010), New Orleans: International Academy of Business and Public Administration Disciplines, 1049-1061.
Venable, J.R. & Baskerville, R. (2012). Eating our own cooking: toward a more rigorous design science of research methods. Electronic Journal of Business Research Methods, 10(2), 141-153. http://hdl.handle.net/20.500.11937/49130
Winter, R. & Aier, S. (2015) Design science research in business innovation, in Business Innovation: Das St. Galler Modell, 475-498. BIUSTG.
Zhang, Z. & Burry-Stock, J.A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342. https://doi.org/10.1207/S15324818AME1604_4
Flip Schutte. Dean of Research and Head of the Institute for Postgraduate Studies, Stadio Higher Education. Email: pjwschutte@outlook.com
Cite this article:
Schutte, F. (2024). A model for assessments in higher education institutions. International Journal of Educational Management and Development Studies, 5(3), 92-117. https://doi.org/10.53378/ijemds.353088
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.