Assessment of Students in Higher Education—Information and Communication Technology Tools and Tips

Abstract

The aim of this research project relates to assessment approaches at the University of South Africa (UNISA). The Learning Management System is used to address students’ first-year experience in an Information and Communication Technology Open Distance e-Learning (ODeL) context. In this study a socio-critical model was suggested as a framework for improving student success in ODeL at UNISA, and constructivist instructional strategies to e-learning were applied in a case study of a web development course. A mixed-method research approach was adopted, which involved the collection and analysis of quantitative and qualitative data. The main findings of the study provide insight into the uptake of and assessment results for self-assessments, multiple-choice, blog and project-based assessments. The implications of the results are that there is a clear need in higher education for the transformation of teaching that is in line with emerging technologies.

[Retracted] Application of Linear Regression Mathematical Model in the Evaluation of Teachers’ Informatization Quality

“…ibaut et al [8] of Wuhan University of Technology studied the entire process of higher education informatization from multiple levels, established a theoretical framework for higher education informatization, and conducted an empirical analysis of the situation of higher education informatization in Henan Province. Goosen and Van Heerden [9] proposed in the article "Concept of the Construction of Ningxia Education Informationization Index System" that the evaluation index system should be constructed from 9 aspects including infrastructure, education website, information resources, and funding input. Boa et al in the Education Information Measurement Index, Nankai University [10], designed the education information infrastructure index, education information resource index, education network construction index, education information main body level index, and education information consumption level index.…”

Exploring the Validity of Continuous Assessment in a First-Year Programming Course at a Comprehensive Open Distance e-Learning University

“…A decade later Vihavainen, Airaksinen, and Watson (2014) stated that despite decades of research, "no factor to date has been shown to influence programming performance across a range of different teaching contexts". Goosen and Van Heerden (2018) investigated the uptake of different assessment approaches in programming courses and concluded "Even if the best-planned, supported and implemented assessment strategies were in place, but they were not supported by the institutional systems and students, they will not be effective in addressing high drop-out and failure rates. "…”