Assessment design as supporter or enabler of student learning at an open distance learning higher education institution

Abstract

Assessment design has always been a topic of interest to researchers in higher education and often focuses on assessment as a tool to measure student achievement. Little research exists on assessment design itself, the role of the educator in designing and implementing assessments, judging the outcomes, and the impact of assessment design on student learning (Bearman, Dawson, Noud, Bennett, Hall & Molloy, 2016:545). While the literature suggests that assessment is an essential construct in shaping student learning, the alignment between what assessment literature calls for and the assessment design practices in place is falling short (Medland, 2016:87). Therefore, this study aims to investigate the relations and tensions that shape assessment practices to support or enable student learning at an open distance learning, private higher education institution. The aim is supported by four research questions: What does assessment practice mean for the institution? What types of assessments are set and why? What is the learning intention and learning outcome? What aspects lead to relations or tensions for assessment design? The study is conducted at a private open distance learning institution and focuses on a single programme accredited by an external regulating body from the Faculty of Accounting. A qualitative, approach is employed through personal interviews, focusing on formative assessment, or assessment for learning, with three educators within the programme. The critical data analysis is conducted with the help of Activity Theory to illuminate assessment design as an activity system, along with the tensions and contestations. Findings suggest that the institution regulates assessment design through its stance on assessment practice, the regulating body, and students as co-producers of knowledge. Educators use tools, such as textbooks, videos, and additional activities, to guide the design process but ultimately look to course demands, the regulating body, and student queries to determine learning intentions. Outcomes are judged based on specific key indicators educators deem necessary for student learning, and external, contextual, and personal factors enable or constrain the design process. The study contributes to the literature on assessment design and student learning by providing insights into how assessment design can support or enable student learning and highlights areas where improvement can be made to enhance the student learning experience further