Continuous Online Assessment: Opening TVET Education in South Africa through Instant Feedback and Flexibility

Abstract

Every interaction between an educator and a student has the potential to be pedagogically rich. Yet many interactions feel minimal and limited because they are designed to achieve a singular, one-dimensional goal. This is especially true when it comes to assessments. In most cases, assessments provide information to an educator about a student’s understanding of materials that were covered in a course. However, because assessments are often summative (covering knowledge shared up to a given point) and evaluative (aimed at providing information about a student to the educator rather than the student themselves), students rarely learn as much as they could from assessment activities.