Using Digital Technology in Transforming Assessment in Higher Education Institutions beyond COVID-19 - Creative Education

CE > Vol.13 No.7, July 2022

Creative Education

Volume 13, Issue 7 (July 2022)

ISSN Print: 2151-4755 ISSN Online: 2151-4771

Google-based Impact Factor: 2.04 Citations

Using Digital Technology in Transforming Assessment in Higher Education Institutions beyond COVID-19 ()

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DOI: 10.4236/ce.2022.137136 316 Downloads 1,685 Views Citations

Author(s)

Erkkie Haipinge¹, Ngepathimo Kadhila², Lukas Matati Josua^3*

Affiliation(s)

¹Center for Innovation in Learning and Teaching, University of Namibia, Windhoek, Namibia.
²Center for Quality Assurance and Management, University of Namibia, Windhoek, Namibia.
³Department of Higher Education and Lifelong Learning, University of Namibia, Oshakati, Namibia.

ABSTRACT

Purpose: This paper explores the dominant practices by integrating the use of technology to enhance assessment practices to better respond to the learning needs of the 21^st century and the imperatives of the 4^th industrial revolution. Objectives: 1) To explore how digital assessment could support diagnostic assessment in post-COVID-19 assessment practices. 2) To develop a digital assessment tool that supports the uptake and appropriate use of diverse digital assessment techniques. 3) To strengthen lecturers’ awareness of Constructive Alignment and implement it in digital-assisted assessment to promote the integration of graduate attributes in students. Method: The paper adopted the three elements of criticality, reflexivity, and praxis to address the use of digital technology to transform assessment of and for student learning within an institutional context. Criticality was used to provide a constructive reflection aimed at transforming the context; reflexivity enabled introspection and self-awareness regarding assessment as a pedagogical component that enhances student learning, and praxis helped to relate theories, concepts, and ideas to practice. The three elements informed the development of the model for enhancing and transforming digital enhancement assessment at the University of Namibia. Findings: The main findings revealed that higher education institutions could benefit from the forced COVID-19 migration to digitally-enabled assessment. The paper also revealed that for the digitally enabled assessment to be enhanced it requires collaboration between various institutional stakeholders. Conclusion: The paper concluded that there are opportunities for further collaboration among different institutional departments such as the faculties, quality assurance, innovation in learning and teaching, and research units, towards investigating, improving, and implementing new ways of assessing that are forward-looking and more supportive of student learning beyond their university careers.

KEYWORDS

Digital Assessment, Reflexivity, Praxis, Criticality, Constructive Alignment, Integrative Assessment

Share and Cite:

Haipinge, E. , Kadhila, N. and Josua, L. (2022) Using Digital Technology in Transforming Assessment in Higher Education Institutions beyond COVID-19. Creative Education, 13, 2157-2167. doi: 10.4236/ce.2022.137136.

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