2.50
Hdl Handle:
http://hdl.handle.net/10755/202266
Type:
Presentation
Title:
A Strategy for Assessment As Learning in Health Sciences
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.
Keywords:
critical ethnography; assessment as learning; strategy
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleA Strategy for Assessment As Learning in Health Sciencesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202266-
dc.description.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.en_GB
dc.subjectcritical ethnographyen_GB
dc.subjectassessment as learningen_GB
dc.subjectstrategyen_GB
dc.date.available2012-01-11T11:19:05Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:19:05Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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