The application of formative assessment principles in higher education has become increasingly important in South Africa. In this case study the researcher assesses the effectiveness of the application of an early warning system to the higher-education environment in a high failure rate subject. This method is applied according to recommended…

This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via "the Café," an e-learning application hosted by…

A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies…

Research has shown that asking conceptually based questions along with a personal response system (clickers) is an effective way of implementing the peer instruction pedagogy. Lecture tutorials are a paper-based method that also incorporates peer instruction. Past research has shown that both methods yield significant learning gains for students…

Individual oral tutorial presentations have been utilised in numerous undergraduate courses to develop and assess students' skills in organising and communicating ideas and information to a select audience. However, evidence from the literature, interviews with academics (n=5), and the author's own experiences have demonstrated that these…

This study investigated the appropriateness both to the delivery system and to students of Athabasca University of the audiotutorial method of instruction in an introductory level Biology course, which used selections of audiotutorial materials from "Minicourses in Biology." Evaluation data were gathered by using pre-post test (content)…

To achieve economy in the teaching of earth sciences, an audiovisual-tutorial program was designed in the pattern of a simulated field trip. Twelve weekly exercises combining slides, filmstrips, and audiotapes were produced and tested on an experimental group of 50 students, who also received one lecture a week. The program was evaluated and…