Alternative quality assessment practices in Lesotho
Abstract
The focus of this study is on the quality of assessment practices in assessing student
achievement in institutions of higher education in Lesotho. The purpose of the study
was to investigate the quality of assessment practices in assessing student
achievement, and also to determine the extent to which alternative assessment
practices are used in institutions of higher education in Lesotho. Five institutions were
selected to take part in the research. The design of the research is a descriptive
survey. The study further employs a multi-method approach, within which quantitative
and qualitative methods are combined.
A literature study was undertaken to provide the background and the context of the
problem. The empirical study employed a survey in which separate questionnaires for
students and lecturers were compiled. The questionnaires were used to gather data on
the quality of assessment practices and the extent to which alternative assessment is
used in higher education in Lesotho. Interviews were also used to determine the
initiatives of the Lesotho government in improving the quality of assessment in
institutions of higher education in this country. Three instructional leaders from the
selected institutions of higher education were interviewed.
Pilot studies were carried out to test the clarity and feasibility of both the questionnaires
and the interview protocol. Request to conduct the research study was sought and
permission was granted.
The Department of Statistics at the University of Free State assisted with the analysis
of the quantitative data collected through student and lecturer questionnaires, while the
researcher analysed the qualitative data collected through the interviews held with
Lesotho government officials from the higher education sector.
The study has uncovered that the quality of assessment practices in institutions of
higher education is satisfactory in some aspects, while in others quality is not acceptable. It has also been revealed that the use of alternative assessment is very
limited in institutions of higher education in Lesotho. The quality of assessment
practices need to be maintained, enhanced and continuously improved to meet the
emerging contexts. It was concluded that the use of alternative assessment practices
can enhance the quality of assessment in higher education in Lesotho.
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