A model for assessments in higher education institutions

Abstract

The rapid transition to online learning during the Covid-19 pandemic has necessitated re-evaluating assessment practices in higher education. This research article presents an assessment model to inform policymakers and practitioners of innovative approaches to address the challenges effectively. Using an action design research methodology, this study delves into the problem of online assessments in Private Higher Education Institutions (PHEIs). By considering the contextual factors of load shedding, unavailability of Wi-Fi, the requirement for cheat-proof evaluations, and the paramount importance of addressing learning outcomes, the study sought to design a model that enables effective assessments in a post-Covid world. The designed artifact contributes to the growing body of knowledge on assessment practices in higher education by providing practical insights and recommendations for adapting to the unique challenges faced post-Covid. The model can guide policymakers and practitioners in developing a framework to address innovative assessment designs in the future.

Keywords

• online assessments
• private higher education institutions
• innovation
• assessment