Assessment and the quality of educational programmes: what constitutes evidence?

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dc.contributor.authorShay, Suellenen_ZA
dc.contributor.authorJawitz, Jeffreyen_ZA
dc.date.accessioned2014-10-28T14:06:55Z
dc.date.available2014-10-28T14:06:55Z
dc.date.issued2005en_ZA
dc.description.abstractIn a climate of growing accountability for Higher Education, there is an increased demand on assessment to play an evaluative role. National, professional and institutional quality assurance systems expect that the assessment of student performance can be used to evaluate the quality of teachers, learners, programmes and even institutions for the purposes of programme review, programme accreditation and institutional audits. While affirming the role of assessment as a catalyst for the improvement of teaching and learning, this paper problematises the use of assessment for evaluative purposes. Drawing on an Engineering Council of South Africa (ECSA) accreditation exercise, we illustrate the limitations of particular forms of assessment data as evidence of quality. The paper argues for assessment as a socially situated interpretive act and for validation as the on-going process of strengthening the alignment between our assessment tasks, procedures and outcomes, and the educational, political and social purposes which our assessment systems claim to serve. The central argument of the paper is that key source of assessment evidence for quality assurance purposes is to be found in the strength and effectiveness of programme validation systems.en_ZA
dc.identifier.apacitationShay, S., & Jawitz, J. (2005). Assessment and the quality of educational programmes: what constitutes evidence?. <i>Perspectives in Education</i>, http://hdl.handle.net/11427/8853en_ZA
dc.identifier.chicagocitationShay, Suellen, and Jeffrey Jawitz "Assessment and the quality of educational programmes: what constitutes evidence?." <i>Perspectives in Education</i> (2005) http://hdl.handle.net/11427/8853en_ZA
dc.identifier.citationShay, S., Jawitz, J. 2005. Assessment and the quality of educational programmes: what constitutes evidence?. Perspectives in Education.en_ZA
dc.identifier.issn0258-2236en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AU - Jawitz, Jeffrey AB - In a climate of growing accountability for Higher Education, there is an increased demand on assessment to play an evaluative role. National, professional and institutional quality assurance systems expect that the assessment of student performance can be used to evaluate the quality of teachers, learners, programmes and even institutions for the purposes of programme review, programme accreditation and institutional audits. While affirming the role of assessment as a catalyst for the improvement of teaching and learning, this paper problematises the use of assessment for evaluative purposes. Drawing on an Engineering Council of South Africa (ECSA) accreditation exercise, we illustrate the limitations of particular forms of assessment data as evidence of quality. The paper argues for assessment as a socially situated interpretive act and for validation as the on-going process of strengthening the alignment between our assessment tasks, procedures and outcomes, and the educational, political and social purposes which our assessment systems claim to serve. The central argument of the paper is that key source of assessment evidence for quality assurance purposes is to be found in the strength and effectiveness of programme validation systems. DA - 2005 DB - OpenUCT DP - University of Cape Town J1 - Perspectives in Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2005 SM - 0258-2236 T1 - Assessment and the quality of educational programmes: what constitutes evidence? TI - Assessment and the quality of educational programmes: what constitutes evidence? UR - http://hdl.handle.net/11427/8853 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8853
dc.identifier.vancouvercitationShay S, Jawitz J. Assessment and the quality of educational programmes: what constitutes evidence?. Perspectives in Education. 2005; http://hdl.handle.net/11427/8853.en_ZA
dc.language.isoengen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rights.urihttp://www.perspectives-in-education.com/pages.aspx?PID=1en_ZA
dc.sourcePerspectives in Educationen_ZA
dc.titleAssessment and the quality of educational programmes: what constitutes evidence?en_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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