ASSESSMENT COMPETENCIES

INTRODUCTION

Using a variety of assessment methods and activities is essential in university teaching, as it allows lecturers to evaluate a broader range of student knowledge, skills, and competencies. Different approaches-such as exams, projects, presentations, and practical tasks-cater to diverse learning styles and provide students with multiple opportunities to demonstrate their understanding in meaningful ways.

This diversity also promotes deeper learning, critical thinking, and the application of knowledge in real-world contexts. However, universities may face challenges in implementing varied assessment methods, including increased workload for lecturers, ensuring consistency and fairness across different formats, managing large class sizes, and providing timely, high-quality feedback.

Despite these challenges, a well-designed, balanced assessment strategy significantly enhances the quality of teaching and learning. Assessment methods include the activities assessors use to determine students' competencies (UJ Policy - Assessment). Assessments should be fit for purpose and be followed by constructive feedback to support the learning process. There are numerous ways that one can assess whether students have learnt.

• Are your assessment practices based on established best practice and contemporary research, and are aligned with the assessment practices and procedures required by the NQF? (UJ Policy: Assessment)
• Do you use Bloom's taxonomy?
• Are you allowing creativity?
• What are considered the best formats of summative assessment such as:
  • Essay examinations;
  • Oral assessments;
  • Performance assessment (which includes the practicum, presentations and interviews; critical incidents; project; contracts; reflective journal; case study; portfolio assessment);
  • Assessing in large classes (concept maps, Venn diagrams, 3 minute essay; short answer examinations; gobbets; letter to a friend; close tests)
  • Multiple choice test
  • Online assessments
  • Open book assessments
• Do you use assessment to empower your students? (See Bain, 2010 below)
• Do you provide effective feedback? (See Brown, 2011)
• Do you quality assure your methods and activities against the principles of assessment before you prepare your students for the assessment?

The Division for Teaching Excellence at UJ can be contacted via these links:

• https://www.uj.ac.za/teaching-and-learning/division-for-teaching-excellence/
• https://www.uj.ac.za/teaching-and-learning/division-for-teaching-excellence/staff/

Centre for Academic Technologies (CAT) - moodle@uj.ac.za

• Assessment & Evaluation in Higher Education Journal can be accessed via this link:https://www.tandfonline.com/journals/caeh20
• Innovative Assessment Practices in Tertiary Education Article
• Brown, S. (2004). Assessment for Learning and Teaching in Higher Education
• Brown, S.(2011) Feedback for learning: a workshop for Edinburgh Napier University
• Bain, J. (2010). Integrating student voice: assessment for empowerment. Practitioner Research in Higher Education, University of Cumbria, 4(1), 14-29. Assessment for empowerment.pdf
• best-and-innovative-practices-in-higher-education-assessment-(4).pdf
• Biggs, J. Teaching for Quality Learning at University. Assessing for learning quality: II Practice
• Oxford Brookes University: Selecting methods of assessment Assessment