Assessering

Assessments serve various purposes that would further the primary goal of facilitating learning and preparing students for lifelong learning, such as diagnostic, summative, formative, sustainable and evaluation purposes. You can find more on each of these purposes in the SU Assessment Policy (2022). 

The principles of good assessment are unpacked in the new SU Assessment Policy (2022). The principles are centred around the following themes: assessment forms the essence of an integrated approach to student learning; assessment enhances student learning; assessment as an integrated part of a learning and teaching process that constructively aligns learning outcomes, learning opportunities and assessment practices; the policy advocates a flexible assessment approach; and the policy accepts that assessors are competent and that assessment strategies do not privilege one form or purpose of assessment over another. 

You can find more on each of these purposes in the SU Assessment policy (2022). 

Assessment can be taken at various times throughout a learning programme. A comprehensive assessment plan should incorporate several assessment opportunities that maintain an appropriate balance between formative and summative types of assessment. 

You can find more on each of these purposes in the SU Assessment policy (2022).

This will depend on your context, module, students, assessment strategy and the purpose of assessment.  Any assessment needs to be carefully considered and designed.  Contact the CTL Advisor in your faculty for assistance.  

To find out who the CTL Advisor for your faculty is, click here. 

The Language Centre's Interpreting Service provides South African Sign Language (SASL) interpreting for deaf students who require it during an assessment. Contact Vicki Fourie for more information. 

The CTL offers an Assessment Short Course presented every year during the first and second semesters. Click on Assessment Short Course (su.ac.za) on the CTL website, or contact Charmaine van der Merwe for more information.

ATTRIBUTION: Image courtesy of Stellenbosch University