Practical Knowledge of Teaching

Shalem, Yael; Slonimsky, Lynne

doi:10.1057/9781137429261.0024

Cited by 1 publication

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“…In South Africa, the challenge of poor pass rates and high rates of attrition amongst students from poor and marginalised communities has been and continues to be addressed through various academic development and student support initiatives. It may also be addressed more directly by lecturers through pedagogical responsiveness linked to the improvement of the effectiveness of assessment to meet the disciplinary-specific needs, economic needs and address the diverse sociocultural-historical realities of students (Slonimsky and Shalem, 2006).…”

Section: Dimensions Of Social Justice In Higher Educationmentioning

confidence: 99%

Assessment practices during Covid-19: the confluence of assessment purposes, quality and social justice in higher education

Padayachee¹,

Matimolane²

2021

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The Covid-19 pandemic necessitated an abrupt shift to emergency remote teaching and learning (ERT&L) in higher education institutions across the globe. In this shift, assessment and feedback, widely regarded as the heart of student learning experiences and a gauge of quality teaching pre Covid-19, became a major source of discontent and challenge for students and staff. In this paper, we present our reflections of observed and reported practices of assessment by staff and students, from the vantage point of our roles as facilitators of various professional development initiatives within our institution. We suggest that the challenges experienced during ERT&L reveal the entrenched view of assessment as gatekeeping and conceptions of quality as exceptional. We further contend that assessment strategies based on such a view during ERT&L may have further marginalized and disadvantaged students faced with digital/technological, economic, and socio-cultural access issues. However, we also highlight that despite the challenges for students and staff, the experience may have broadened lecturers’ views of their role in addressing the ongoing social justice challenges of access, and the power of sustainable assessment practices to unsettle inequalities within higher education.

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Section: Dimensions Of Social Justice In Higher Educationmentioning

confidence: 99%