Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions
This paper interrogates emerging issues and assessment practices within higher education institutions in Zambia. It presents the reflections of a sample of lecturers and students from the country’s largest public university on their assessment experiences during and after the COVID-19 pandemic disr...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Johannesburg
2023-12-01
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| Series: | SOTL in the South |
| Subjects: | |
| Online Access: | https://journals.uj.ac.za/SOTL/index.php/sotls/article/view/384 |
| _version_ | 1797197433686458368 |
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| author | Gift Masaiti Paul Kakupa Sydney Mupeta |
| author_facet | Gift Masaiti Paul Kakupa Sydney Mupeta |
| author_sort | Gift Masaiti |
| collection | DOAJ |
| description |
This paper interrogates emerging issues and assessment practices within higher education institutions in Zambia. It presents the reflections of a sample of lecturers and students from the country’s largest public university on their assessment experiences during and after the COVID-19 pandemic disruptions. Employing a qualitative research framework grounded in critical social theory, the study uncovers the constructions of assessment in higher education and how current assessment practices, particularly the focus on grades, undermine authentic learning experiences and learner motivation. Through in-depth interviews, participants challenge current practices and envision alternative approaches to higher education assessment that prioritize flexibility and creativity. This article gives a voice to the otherwise voiceless students and lecturers whose insights might be critical in transforming higher education assessments for student empowerment, equity, criticality, and lifelong learning.
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| first_indexed | 2024-03-07T15:12:41Z |
| format | Article |
| id | doaj.art-ff9d5c2feacf4eccb8b6268a6549c196 |
| institution | Directory Open Access Journal |
| issn | 2523-1154 |
| language | English |
| last_indexed | 2024-04-24T06:43:54Z |
| publishDate | 2023-12-01 |
| publisher | University of Johannesburg |
| record_format | Article |
| series | SOTL in the South |
| spelling | doaj.art-ff9d5c2feacf4eccb8b6268a6549c1962024-04-22T20:32:29ZengUniversity of JohannesburgSOTL in the South2523-11542023-12-0173Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutionsGift Masaiti0Paul Kakupa1Sydney Mupeta2University of ZambiaUniversity of ZambiaUniversity of the Western Cape, South Africa This paper interrogates emerging issues and assessment practices within higher education institutions in Zambia. It presents the reflections of a sample of lecturers and students from the country’s largest public university on their assessment experiences during and after the COVID-19 pandemic disruptions. Employing a qualitative research framework grounded in critical social theory, the study uncovers the constructions of assessment in higher education and how current assessment practices, particularly the focus on grades, undermine authentic learning experiences and learner motivation. Through in-depth interviews, participants challenge current practices and envision alternative approaches to higher education assessment that prioritize flexibility and creativity. This article gives a voice to the otherwise voiceless students and lecturers whose insights might be critical in transforming higher education assessments for student empowerment, equity, criticality, and lifelong learning. https://journals.uj.ac.za/SOTL/index.php/sotls/article/view/384assessment higher educationteaching and learning |
| spellingShingle | Gift Masaiti Paul Kakupa Sydney Mupeta Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions SOTL in the South assessment higher education teaching and learning |
| title | Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions |
| title_full | Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions |
| title_fullStr | Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions |
| title_full_unstemmed | Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions |
| title_short | Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions |
| title_sort | re imagining assessment in higher education creating alternative pathways for inclusive and democratic assessments in zambian higher education institutions |
| topic | assessment higher education teaching and learning |
| url | https://journals.uj.ac.za/SOTL/index.php/sotls/article/view/384 |
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