A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa

Abstract

The study examined the impact of coursework-only assessment, as made necessary at the onset of the COVID-19 pandemic, adopting a quantitative research approach with 1013 students. The data obtained were analysed using SPSS version 27.0 to obtain descriptive and inferential statistics. The results revealed significant differences between the 2019- and 2020 marks for the same courses. In two of the science courses (T2 and T3), the mean scores for 2019 were significantly higher than the mean scores for 2020. In the mathematics course, the 2020 marks were significantly higher than the marks for 2019. While a normal distribution was assumed for the science courses, the mathematic course showed marks that were skewed to the right. A higher number of distinctions in the F1 course and a significant decline in the mean scores for T1 and T2 implies that there is a need for professional development of lecturers teaching in the online space. It is, therefore, recommended that higher education lecturers need adequate professional development on setting and administering online assessments. The assessment should test adequate lower- and higher-order cognitive skills for sufficient testing of student knowledge during online assessments. Furthermore, a variety of assessment methods and a diversity of tasks may be used to ensure the reliability of the assessment outcomes.

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

“…In primary and secondary educational levels examinations was prioritized to examination classes where COVID 19 health protocols must be followed to minimize the spread of the disease [26]. In the case of universities, open book case studies were conducted online with limited time frames of between 4 hours to six hours of exams specifically in South Africa [27]. The author went on to reveal that there was no difference in performance when students wrote examinations under tight control conditions and coursework marks that were considered in the year 2020.…”

Digital Curricular Transformation and Fourth Industrial Revolution 4.0 (4IR): Deepening Divides or Building Bridges

“…Instead, it would appear that some students have found ways to capitalise on the loopholes in the systems to achieve high performance without necessarily demonstrating learning. 81 Irrespective of the impressive student performance, the extent to which their digital curricular experience prepares them for their future workplace remains questionable. Some universities may see this drawback as a valid reason to return to the pre-pandemic contact mode of teaching, learning, and assessment,that may be justifiable for the purposes of academic integrity.…”

Online Exams in Language, Linguistics and Translation Courses During the Pandemic in Saudi Arabia

“…In South Africa higher education instructors needed adequate professional development on setting and administering online assessments that test adequate lower-and higher-order cognitive skills to sufficiently assess students' knowledge during online assessments and to ensure the reliability of the assessment outcomes (Mafugu, 2021).…”

“…Online assessment should test adequate higher-and lower-level cognitive skills for sufficient evaluation of the students' knowledge and skills. A variety of assessment methods and a diversity of tasks must be used to ensure the reliability of the assessment outcomes (Mafugu (2021). To improve assessment of students' learning outcomes in online instruction, this study recommends the following:…”

“…Kilickaya (2021) found five major challenges in teacher training programs during and after the COVID-19 Pandemic related to assessment type, assessment item formats, support, previous training (assessment literacy), and academic integrity. In South Africa higher education instructors needed adequate professional development on setting and administering online assessments that test adequate lower-and higher-order cognitive skills to sufficiently assess students' knowledge during online assessments and to ensure the reliability of the assessment outcomes (Mafugu, 2021).…”