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Factors influencing lecturer assessment practice in diverse southern contexts
Assessment practice in Health Professionals Education (HPE) has serious consequences for the student and public as it impacts on student learning and outcomes, ultimately certifying a graduate as safe for public practice, and thereby affecting patient care. The goal is for assessment to be practiced...
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| Format: | Thesis |
| Language: | English |
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Department of Health Sciences Education
2021
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| _version_ | 1867613285843468288 |
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| access_status_str | Open Access |
| author | Sims, Danica Anne |
| author2 | Cilliers, Francois |
| author_browse | Cilliers, Francois Sims, Danica Anne |
| author_facet | Cilliers, Francois Sims, Danica Anne |
| author_sort | Sims, Danica Anne |
| collection | Thesis |
| description | Assessment practice in Health Professionals Education (HPE) has serious consequences for the student and public as it impacts on student learning and outcomes, ultimately certifying a graduate as safe for public practice, and thereby affecting patient care. The goal is for assessment to be practiced in such a way as to drive student learning and outcomes in a desirable manner using assessment to help contribute to the creation of powerful learning environments. Critically, this may not take place without the assessor. In resource-constrained, Southern contexts, the individual lecturer is usually responsible for practicing assessment, as opposed to a collective assessment committee. It is crucially important to explore how lecturers practice assessment and if their practice positively drives learning. Although lecturers are the key role players in assessment practice in the South, little is known of lecturer HPE assessment practice in the global South. Additionally, these lecturers in HPE generally have no or little formal training in assessment. There is a need for evidencebased, theory-informed, valid and appropriate interventions for faculty training and continued professional development that target lecturer assessment practice. I propose that lecturer assessment practice is a behaviour, and that how lecturers' think of assessment (their underlying understanding or conceptions, including assessment literacy) and interacting factors (personal and contextual influences), shape their assessment behaviour. In order to explore this behaviour, the conceptual frameworks of Health Behaviour Theory (HBT) and Southern Theory were employed as theoretical underpinnings guide this research study into lecturer assessment practice in the global South. To this end, using purposive and maximum variant sampling, lecturers in diverse Southern contexts were interviewed (South Africa and Mexico) and lecturers' conceptions of assessment and factors influencing their assessment practice were identified and described in a Phenomenographic outcome space and novel HBT-derived model of lecturer assessment practice respectively. The findings from this study, while needing to undergo further validation in additional Southern contexts, may assist in guiding the design and implementation of strategic and targeted faculty assessment training interventions to enhance lecturer assessment practice leading to the creation of powerful learning environments, thereby improving student outcomes and ultimately improving patient care. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/33041 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:43.673Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Department of Health Sciences Education |
| publisherStr | Department of Health Sciences Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/33041 Factors influencing lecturer assessment practice in diverse southern contexts Sims, Danica Anne Cilliers, Francois Health Sciences Education Assessment practice in Health Professionals Education (HPE) has serious consequences for the student and public as it impacts on student learning and outcomes, ultimately certifying a graduate as safe for public practice, and thereby affecting patient care. The goal is for assessment to be practiced in such a way as to drive student learning and outcomes in a desirable manner using assessment to help contribute to the creation of powerful learning environments. Critically, this may not take place without the assessor. In resource-constrained, Southern contexts, the individual lecturer is usually responsible for practicing assessment, as opposed to a collective assessment committee. It is crucially important to explore how lecturers practice assessment and if their practice positively drives learning. Although lecturers are the key role players in assessment practice in the South, little is known of lecturer HPE assessment practice in the global South. Additionally, these lecturers in HPE generally have no or little formal training in assessment. There is a need for evidencebased, theory-informed, valid and appropriate interventions for faculty training and continued professional development that target lecturer assessment practice. I propose that lecturer assessment practice is a behaviour, and that how lecturers' think of assessment (their underlying understanding or conceptions, including assessment literacy) and interacting factors (personal and contextual influences), shape their assessment behaviour. In order to explore this behaviour, the conceptual frameworks of Health Behaviour Theory (HBT) and Southern Theory were employed as theoretical underpinnings guide this research study into lecturer assessment practice in the global South. To this end, using purposive and maximum variant sampling, lecturers in diverse Southern contexts were interviewed (South Africa and Mexico) and lecturers' conceptions of assessment and factors influencing their assessment practice were identified and described in a Phenomenographic outcome space and novel HBT-derived model of lecturer assessment practice respectively. The findings from this study, while needing to undergo further validation in additional Southern contexts, may assist in guiding the design and implementation of strategic and targeted faculty assessment training interventions to enhance lecturer assessment practice leading to the creation of powerful learning environments, thereby improving student outcomes and ultimately improving patient care. 2021-03-01T18:56:30Z 2021-03-01T18:56:30Z 2020 2021-03-01T07:42:28Z Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/33041 eng application/pdf Department of Health Sciences Education Faculty of Health Sciences |
| spellingShingle | Health Sciences Education Sims, Danica Anne Factors influencing lecturer assessment practice in diverse southern contexts |
| thesis_degree_str | Doctoral |
| title | Factors influencing lecturer assessment practice in diverse southern contexts |
| title_full | Factors influencing lecturer assessment practice in diverse southern contexts |
| title_fullStr | Factors influencing lecturer assessment practice in diverse southern contexts |
| title_full_unstemmed | Factors influencing lecturer assessment practice in diverse southern contexts |
| title_short | Factors influencing lecturer assessment practice in diverse southern contexts |
| title_sort | factors influencing lecturer assessment practice in diverse southern contexts |
| topic | Health Sciences Education |
| url | http://hdl.handle.net/11427/33041 |
| work_keys_str_mv | AT simsdanicaanne factorsinfluencinglecturerassessmentpracticeindiversesoutherncontexts |