Abstract
(41st Biennial Convention) Background: Assessment in the teaching-learning environment is an essential component for the achievement of the learning outcomes on the one hand as well as an under-utilized learning opportunity. Problem statement: In spite of the Outcomes Based Education approach advocated by the educational policy, most learning facilitators continue to practice traditional assessment methods embedded in a behaviorist philosophy. Purpose: This presentation aims to report on a strategy developed for assessment as learning based on the constructivist approach as opposed to assessment of learning practiced in health sciences at a South African higher education institution. Research design and method: A critical ethnographic design was used with qualitative, explorative, descriptive, contextual elements. The design followed in the development of a strategy that was deducted from the data collected and elements of the vision, values and principles advocated by the South African National Department of Education and higher educational institutions. Data collection: A multi-method approach, consisting of observation, semi-structured interviews, analysis of assessment documents, focus group interviews and analysis of national and international literature, was followed. Results: The collected data culminated in 12 conclusive statements that served as basis for a conceptual framework from which a strategy for assessment as learning was developed. The strategy will be shared as part of the results.
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
critical ethnography, assessment as learning, strategy
Recommended Citation
Klopper, Hester C. and Williams, Marthyna, "A Strategy for Assessment As Learning in Health Sciences" (2012). Convention. 6.
https://www.sigmarepository.org/convention/2011/presentations_2011/6
Conference Name
41st Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Grapevine, Texas, USA
Conference Year
2011
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
A Strategy for Assessment As Learning in Health Sciences
Grapevine, Texas, USA
(41st Biennial Convention) Background: Assessment in the teaching-learning environment is an essential component for the achievement of the learning outcomes on the one hand as well as an under-utilized learning opportunity. Problem statement: In spite of the Outcomes Based Education approach advocated by the educational policy, most learning facilitators continue to practice traditional assessment methods embedded in a behaviorist philosophy. Purpose: This presentation aims to report on a strategy developed for assessment as learning based on the constructivist approach as opposed to assessment of learning practiced in health sciences at a South African higher education institution. Research design and method: A critical ethnographic design was used with qualitative, explorative, descriptive, contextual elements. The design followed in the development of a strategy that was deducted from the data collected and elements of the vision, values and principles advocated by the South African National Department of Education and higher educational institutions. Data collection: A multi-method approach, consisting of observation, semi-structured interviews, analysis of assessment documents, focus group interviews and analysis of national and international literature, was followed. Results: The collected data culminated in 12 conclusive statements that served as basis for a conceptual framework from which a strategy for assessment as learning was developed. The strategy will be shared as part of the results.
Description
41st Biennial Convention - 29 October-2 November 2011. Theme: People and Knowledge: Connecting for Global Health. Held at the Gaylord Texan Resort & convention Center.