South African higher education is fixated on traditional assessments methods. Which are based on weighted timed written assessment tools with and predetermined timeframes. Authors like Gibbs and Simpson have stated that what influenced students most was not the teaching but the assessment, this point becomes the key foci of the paper. That looks at conditions that can harness greater learning through creative non-traditional assessments tools rather than traditional timed written assessments that need to be completed with limited demonstrable learning. Following a qualitative case study research methodology, a sample of 15 academics and 15 students were interviewed to understand the merits of traditional timed written assessments and the potential of moving away from these assessments. Findings suggest that academics are open to non-traditional assessment tools while higher education institutions are set in their practice. Students agreed that non-traditional assessments allowed for paced and manageable learning. The qualitative approach did, however, limit the number of participants. Future researchers may consider expanding on this study to include other case studies or institutions of higher learning. While older academics did not understand the need for change, as they firmly believed that if the process has worked there clearly is no need for change. However, the paper does persist to demonstrate that the need to adopt creative non-traditional assessment methods is necessary if learning is to be harnessed and retained.

Authors:
Jenika Gobind, University of Witwatersrand, South Africa

About the Presenter(s)
DR JENIKA GOBIND - Senior Lecturer: Human Resources and Director PDBA at the University of Witwatersrand Business School Johannesburg South Africa.

See this presentation on the full schedule – Friday Schedule

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