In recent years, educational research has paid special attention to teachers' practical-operative experience. The growing interest in the concept of practice within workplace settings has become a turning point in sociological, anthropological and educational studies. The present study aims to explore lecturers' perceptions and conceptions of…

Institutional cultures of assessment are praised as beneficial to student learning. Yet, extant studies have not explored the theoretical foundations and pragmatic approaches to shaping cultures of assessment. The researchers used the Delphi method to explore 10 higher education assessment leaders' attitudes and theoretical perspectives regarding…

The 2010 Western Cape graduate destination survey utilised a sequential mixed-mode design in which an initial web survey was augmented with an equivalent telephonic survey. This article examines mode effect in the Western Cape survey in terms of overall effect size and the bearing it had on the main outcome of the study. Standardised residuals and…

The study set out to facilitate tertiary learners' development of oral presentation skills within the self-regulated-learning framework. A published, relatively comprehensive inventory of presentation (delivery) skills was adopted in this mixed methods study, which comprised pre- and post-programme self-evaluation questionnaires, post-programme…

Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face…

Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate…

Although it is increasingly recognised that higher education institutions have to play a critical role in the progression towards a sustainable development, the question of what fields and issues universities should attend to in their attempt to become more sustainable remains subject to debate. In recent years, sustainability assessment tools…

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence,…

Little work is being undertaken in South Africa to systematically and intentionally prepare undergraduate students to pursue postgraduate studies. This is concerning given the shortage of postgraduate students and the small scale of postgraduate studies. The few programmes and endeavours that exist to prepare students for postgraduate studies are…

Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a…

Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed…

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students' perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after…

A time-series analysis was used to investigate Arabic undergraduate students' (n = 50) perceptions of assessed group work in a major government institution of higher education in Qatar. A longitudinal mixed methods approach was employed. Likert scale questionnaires were completed over the duration of a collaborative writing event. Additionally,…

Student engagement has become a key feature of UK higher education, but until recently there has been a lack of data to track, benchmark and drive enhancement. In 2015 the first full administration ran in the UK a range of survey items drawn from the US-based National Survey of Student Engagement (NSSE). This is the latest example of international…