Re-Imagining Continuous Assessment at an Open Distance and E Learning Institution: An Intellectual Wellness Perspective

Meahabo Dinah Magano
University of South Africa

Abstract

ABSTRACT Assessment in higher education is riddled with challenges due to large numbers of students in modules. The paper addresses a case study of an Open Distance and e-Learning institution on how the implementation of continuous assessment (CA) evolved and the understandings thereof. An interpretivist paradigm was followed, and a qualitative research method was considered. Fourteen interviewed participants were sampled through snowballing. These were academics who implemented continuous assessments between the years 2020 and 2023. Following thematic content analysis the following themes emerged; CA can be part of curriculum planning; there was no training prior to the implementation of CA; very few read literature on CA; there are pros and cons of using CA ODeL institution; the size of a module versus the number of academics is a key determining factor; mixed forms of assessment were preferred with a number of quizzes and multiple-choice questions for large modules; feedback is necessary prior to proceeding to the next assessment activity and teaching and learning should be prioritized; summative assessment does not mean an examination. The study proposes a model for implementing a continuous assessment in an ODeL institution.

Presentation