Use of alternative assessments in institutions of higher education in Lesotho
| dc.contributor.author | Khaahloe, Matselane Belina | |
| dc.coverage.placeName | Lesotho | en_US |
| dc.coverage.spatial | Africa | en_US |
| dc.date.accessioned | 2016-03-16T01:16:23Z | |
| dc.date.available | 2016-03-16T01:16:23Z | |
| dc.date.issued | 2010-11 | |
| dc.description.abstract | This paper reports the findings from a broad Ph.D. study (Khaahloe 2008) that investigated the quality of assessment practices and the extent to which alternative assessments are used in institutions of higher education in Lesotho. The specific topic of this study is “Alternative quality assessment practices in institutions of higher education in Lesotho. The paper focused on the extent to which alternative assessments was utilised in higher education in Lesotho. Despite the fact that quality is a re-emerging global issue (Ecclestone 1996); quality improvement in education is at the top of most of the agendas worldwide (Sallis1993:35). Lewis & Smith (1994: Preface) highlights that the renewed focus on quality of higher education stems from several forces which impact on the quality of higher education. Students as valued citizens should be better prepared to meet future academic and business challenges hence assessment should provide valid evidence of students’ capabilities to the stakeholders. // The definitions of quality are highly contextual and multidimensional because the problems of individual institutions are also contextual (Arcaro 1995:12). The operational definition of quality in this paper is fitness of purpose. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11599/2158 | |
| dc.language.iso | en | en_US |
| dc.subject | Quality Assurance | en_US |
| dc.subject | Assessment | en_US |
| dc.subject | Higher Education | en_US |
| dc.subject | Social Justice | en_US |
| dc.subject | Education for All | en_US |
| dc.title | Use of alternative assessments in institutions of higher education in Lesotho | en_US |
| dc.type | Working Paper | en_US |