South African higher education and Near Eastern Studies (1) : some issues in the assessment of student learning : research article
In keeping with a strong mentorship ethic exhibited by scholars in such disciplines as Near Eastern studies, Afroasiatic studies, ancient languages, and Semitic languages (for example, the SASNES colloquium and MA Prize), this article considers some matters pertaining to changes in assessment in the...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2008
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| In: |
Journal for semitics
Year: 2008, Volume: 17, Issue: 2, Pages: 423-442 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | In keeping with a strong mentorship ethic exhibited by scholars in such disciplines as Near Eastern studies, Afroasiatic studies, ancient languages, and Semitic languages (for example, the SASNES colloquium and MA Prize), this article considers some matters pertaining to changes in assessment in the South African higher education system and how this may affect the status quo of teaching in our related disciplines. Matters of paramount importance to be touched upon are the management of: a) student assessment in large classes; b) constructive and formative feedback to students about their learning progress and performance; c) alternative assessment in the context of distance learning; and d) the problem of plagiarism in the context of student assessment. The purpose of this article is not to offer clear-cut solutions, but rather to make the reader aware of the current trends in scholarship offered to face these challenges as they apply to our own related disciplines. |
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| Contains: | Enthalten in: Journal for semitics
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| Persistent identifiers: | HDL: 10520/EJC101099 |