E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment

Assessment is an integral part of teaching and learning in higher education. The use of technology in higher education, particularly in the ODL environment, has brought some changes on how we teach and assess students. The traditional assessment practices needed to be reviewed and reconfigured to meet the requirements of the 21st century assessment practices. The purpose of this doctoral study was to design a framework to guide the assessment of an E-portfolio as an alternative assessment approach in an ODL context. The integrated theoretical framework of the learning theories (behaviourism, cognitive and constructivist) and the ODL theories (connectivist, online collaborative and self-directed) underpinned the study. This integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed methods research design, was employed for the collection and analysis of data. The sample was drawn from a cohort of six participants and fifty-six respondents in the three colleges of the university. This sequential exploratory mixed methods design employed semi-structured interviews, document analysis for qualitative data collection while a Likert scale of an online questionnaire was used to collect quantitative data. The findings of this research indicated that the E-portfolio can be of greater use as an alternative assessment approach and was able to empower students with higher order thinking skills, critical thinking skills and self-directed learning equipping them with the 21st century skills. Several challenges were experienced during the implementation of the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa), UNISA’s policies which do not include E-portfolio assessment processes and procedures. In conclusion, the literature study, the findings of the empirical research and the recommendation of this study formed the basis for designing the framework to guide the assessment of an E-portfolio as an alternative assessment strategy for an ODL context.Curriculum and Instructional StudiesPh. D. (Curriculum Studies

Factors influencing quality assessment practices in business studies at technical vocational education and training colleges

Technical Vocational Education and Training colleges (formerly known as Further Education and Training colleges) in South Africa have undergone many changes since 1994. In 2007, a new curriculum, the National Certificate Vocational, was rolled out. The new curriculum brought an approach of outcome-based teaching and learning to continuous assessment, with a National Summative Examination set by the National Department of Higher Education Examinations and Assessments, and programme certification conducted by Umalusi (Council for Quality Assurance in General and Further Education). When the National Certificate Vocational was introduced in 2006, lecturers attended training prior to the implementation of the new curriculum. However the training was inadequate, as it was a once-off; after the implementation of the National Certificate Vocational, new lecturers never received training. Umalusi reports from 2009–2013 stated that the implementation of Internal Continuous Assessment needed attention, highlighting challenges faced by lecturers regarding its implementation. The purpose of the study is to explore the factors that impact on the quality of Internal Continuous Assessment practices in NCV Business Studies. The constant comparison analysis developed by Glaser and Strauss (1967) was used in analysing the data collected during the interviews. A qualitative research approach was employed, specifically a case-study research design. Purposive sampling was used to select lecturers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that there was lack of standardisation and uniformity in all four campuses, poor-quality assessment tasks were set using old exam papers and textbook exercises, designing of assessment tools was limited to the use of few tools and the colleges gave little attention to the policies and documents regarding implementation of Internal Continuous Assessment. Recommendations have been formulated that may add value or make an educational contribution to the growing body of knowledge by strengthening Internal Continuous Assessment processes and ensuring quality of assessment practices at these colleges, to significantly enhance students’ academic performance, competence and throughput rate.Curriculum and Instructional StudiesM. Ed. (Didactics Studies (Curriculum Studies)