NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ843803
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1011-3487
Refining Lecturers' Assessment Practices through Formal Professional Development at Rhodes University
Sayigh, E. A.
South African Journal of Higher Education, v20 n1 p157-169 2006
The Higher Education Quality Committee's emphasis on the assessment of student learning in its criteria for institutional audits (June 2004) signals that institutional arrangements to ensure quality assessment practices are to come under the spotlight. One means to demonstrate institutional commitment to quality in assessment practice is to provide formal training programmes enabling lecturers to become accredited as assessors. But the central issue for many South African institutions of higher education is how to successfully develop assessment capacity and accredit lecturers as assessors. This article discusses a professional development course which targets capacity building and the accreditation of lecturers as assessors. It challenges how far the "assessor unit standards" guide towards an effective curriculum and details the curriculum design and implementation processes of the Rhodes' course, which was considered to have promoted assessment innovation, despite initial resistance to change. The discussion is illustrated by course evaluation data as well as interview data with course participants.
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa