ASSESSMENT COMPETENCIES

INTRODUCTION

When we talk about assessment at a university, many students immediately think about tests, exams, and marks. But assessment is actually much more than that. Assessment at the University of Johannesburg (UJ) is defined as “the process of identifying, gathering and interpreting evidence against a defined competence to make a judgement about a student's achievement” (uj_assessment-policy-senate-approved-16-november-2022, p. 1).

Let's explore what assessment really does in a university environment and why it is such an important part of a learning journey.

First, assessment helps us measure learning. Universities design courses with specific learning outcomes in mind-what students should know, understand, or be able to do by the end of a module. At UJ, the achievement of learning outcomes is measured using assessment criteria, which “are transparent statements of assessment tasks used to ascertain whether a student has achieved the learning outcomes”(uj_assessment-policy-senate-approved-16-november-2022, p. 1).

Through assignments, presentations, projects, and exams, lecturers can see whether these outcomes have been achieved. In other words, assessment helps answer the question: What have students actually learned?

Second, assessment is a powerful learning tool. Think about the feedback you receive on an assignment. That feedback helps you understand what you did well and what you can improve next time. This type of assessment-often called formative assessment-supports learning as it happens. It allows students to reflect, adjust their approach, and develop stronger academic skills over time. Both formative and continuous assessment are used at UJ.

Another important purpose of assessment is certification. Universities need to confirm that students have reached the required level of knowledge and competence before they move to the next level or graduate. Summative assessments, such as final exams or major projects, provide formal evidence that students have met the programme's academic standards.

Assessment also plays a role in motivating students to engage with their studies. Let's be honest-knowing that an assignment or test is coming up often encourages students to read the material, attend lectures, and participate in discussions. In this way, assessment can stimulate consistent engagement with the learning process.

From the lecturer's perspective, assessment is also a valuable teaching tool. Assessment results can indicate whether students understand the material or are struggling with certain concepts. If many students perform poorly on a particular section, it may signal that the topic needs to be explained differently or reinforced in future teaching.

Finally, assessment helps universities maintain academic standards and accountability. Higher education institutions must demonstrate to accreditation bodies, professional organisations, and society that their graduates have achieved the necessary competencies. Assessment provides the evidence that these standards are being met.

So, assessment at university is not simply about assigning marks. It is a multifaceted process that supports learning, encourages engagement, improves teaching, certifies achievement, and ensures the quality of higher education.

• Work-integrated Education policy
• Academic Programme Policy Senate Approved 10 June 2021
• Academic regulations which are published annually
• UJ Assessment Policy
• Plagiarism Policy
• Language Policy
• AI Guidelines
• Guidelines for Integrated Assessment SAQA (2005)
• Higher Education Qualification Sub-framework (HEQSF)
• Draft HEQSF Reviewed Final Report 21 August 2022 Final
• Protection of Personal Information Act 4 of 2013
• University's Code for Academic and Research Ethics
• Assessment standard operating principles for faculties
• UJ AI Guidelines for Students (2023)
• UJ AI Practice Guide (2023)

National documents include SAQA level descriptors for the SA NQF (2012).

When designing and developing assessments for your students, ask yourself the following questions to ensure they align with the listed institutional and national policy documents.

• Work Integrated Education Policy: How do your assessment methods evaluate students' ability to apply disciplinary knowledge and professional skills during work-integrated learning experiences?
• UJ Teaching and Learning Policy: In what ways do your assessment practices support student-centred learning, constructive alignment, and meaningful feedback as emphasised in the university's teaching and learning policy?
• Academic Regulations (published annually): How do you ensure that your assessment design, grading practices, and moderation processes comply with the university's current academic regulations?
• Guidelines for Continuous Assessment: How do you structure continuous assessments in your module to provide regular feedback and multiple opportunities for students to demonstrate learning?
• University's Code of Academic and Research Ethics: How do you design assessments that encourage ethical scholarship and responsible research practices among students?
• Plagiarism Policy: What assessment strategies do you use to minimise plagiarism and promote original academic work by students?
• Language Policy: How do you ensure that your assessment instructions, criteria, and feedback are clear, inclusive, and accessible in line with the university's language policy?
• AI Guidelines: “Taking advantage of exciting opportunities to try out new tools and activities should be accompanied by careful consideration of current and future ethical, social and educational limitations to the use of generative AI.” (STAFF GUIDE: GENERATIVE ARTIFICIAL INTELLIGENCE IN TEACHING, LEARNING AND RESEARCH) How do you use generative AI carefully on an ethical, social and educational level in designing and developing assessments?
• Guidelines for Integrated Assessment (2005) - South African Qualifications Authority: How do your assessments integrate theoretical knowledge, practical skills, and applied competence to demonstrate holistic student learning?
• Higher Education Qualification Sub-Framework (HEQSF) - South African Qualifications Authority: How do you ensure that your assessments are aligned with the expected cognitive complexity and learning outcomes of the qualification level?
• Protection of Personal Information Act - Protection of Personal Information Act: What measures do you take to ensure that student assessment records, feedback, and personal information are stored and shared in compliance with POPIA?

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/

Dos, donts and don't knows - Reponding to AI in assessment in Universities: A Practical Guide for Lecturers - Prepared by the University of Cape Town and the University of Stellenbsoch.