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
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