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Evaluation of online formative assessment practices at higher education institutions
Thesis (PhD)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613464133894145 |
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| access_status_str | Open Access |
| author2 | Mihai, Maryke Anneke |
| author_browse | Mihai, Maryke Anneke |
| author_facet | Mihai, Maryke Anneke |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/71766 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:33.567Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/71766 Evaluation of online formative assessment practices at higher education institutions Mihai, Maryke Anneke u18194223@tuks.co.za Van Ryneveld, Linda Simon, Wilhelmina Etuna UCTD Best practices Education institutions Lecturers Online formative assessment Evaluations Education theses SDG-04 Education theses SDG-09 Thesis (PhD)--University of Pretoria, 2019. Higher Education (HE) institutions have incorporated online formative assessments as the integral part of teaching and learning. The literature points to a need for lecturers to have wide knowledge, including knowledge about student learning, domains of study, assessment and pedagogy, to effectively implement online formative assessment. The TPACK conceptual framework and the Revised Bloom’s Taxonomy (RBT) were used as a lens to interpret lecturers’ best practices in the implementation of online formative assessment. The study adopted a qualitative research using multiple case studies embedded with holistic cases. The purpose of the embedded case study was to investigate online formative assessment activities and document lecturers’ best practices when implementing online formative assessments at HE institutions in Namibia and Finland respectively. Therefore, three research questions guided the study which focused on assessment for learning: Firstly, to understand how online formative assessment is implemented at HE institutions. Secondly, to determine why do lecturers implement formative assessment in the online courses considering strategies and tools used for the designing and development of different types of formative assessment activities. Thirdly, identify what the challenges and benefits for online formative assessment at HE institutions. The results revealed that lecturers incorporated several tools to design and develop online formative assessment activities. In addition, lecturers demonstrated knowledge of TPACK which is considered a professional knowledge construct in the development of online formative assessment. Furthermore, the findings of this study indicated that lecturers provided feedback to students for all formative assessment activities. Lecturers had knowledge of identifying and addressing related challenges that could hinder the effective implementation of online formative assessment. The most noted challenges include poor internet connection, dishonesty on the part of students, insufficient time to provide immediate feedback for some assessment activities and lack of funding for research and innovation. TM2019 bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2019-10-09T14:23:10Z 2019-10-09T14:23:10Z 2019/09/06 2019 Thesis Simon, WE 2019, Evaluation of online formative assessment practices at higher education institutions, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/71766> S2019 http://hdl.handle.net/2263/71766 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Best practices Education institutions Lecturers Online formative assessment Evaluations Education theses SDG-04 Education theses SDG-09 Evaluation of online formative assessment practices at higher education institutions |
| title | Evaluation of online formative assessment practices at higher education institutions |
| title_full | Evaluation of online formative assessment practices at higher education institutions |
| title_fullStr | Evaluation of online formative assessment practices at higher education institutions |
| title_full_unstemmed | Evaluation of online formative assessment practices at higher education institutions |
| title_short | Evaluation of online formative assessment practices at higher education institutions |
| title_sort | evaluation of online formative assessment practices at higher education institutions |
| topic | UCTD Best practices Education institutions Lecturers Online formative assessment Evaluations Education theses SDG-04 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/71766 |