Assessment: the road to quality learning
| DOI | https://doi.org/10.1108/20425941211244252 |
| Date | 31 May 2012 |
| Pages | 99-107 |
| Published date | 31 May 2012 |
| Author | Siham El-Kafafi |
| Subject Matter | Public policy & environmental management,Environmental technology & innovation |
Assessment: the road to
quality learning
Siham El-Kafafi
Faculty of Business, Manukau Institute of Technology, Auckland, New Zealand
Abstract
Purpose – The purpose of this paper is to explore the various approaches and tools of assessment
used in both schools and tertiary education in New Zealand and their impact on the improvement of
the quality of teaching and learning. The objective is to answer the research question: “Does one size
fit all?”
Design/methodology/approach – The paper comprises an analysis of the existing assessment
tools (i.e. traditional and new modes of assessments) being practised in New Zealand, relating them to
real cases from the author’s practical experience in the field, i.e. drawing on both primary and
secondary data.
Findings – Assessment is found to be an integral part of providing a quality teaching and learning
experience for the adult lear ners, their long life learning process and their participation in the
community and the national economy. The study indicated that one size does not fit all if we are
aiming at serving our students the best way.
Originality/value – The paper proposes criteriarequired foran effectivequality learning experience,
for both educators and earners. It further emphasizes the importance of “assessment for learning”
techniques rather than “assessment of learning”.
Keywords New Zealand, Schools, Tertiary education, Adult learning, Assessment practices,
Quality teaching and learning, Programme planning
Paper type Research p aper
Introduction
Researchers in the field of language literacy and numeracy (LLN) have ag reed that
there has been a p aucity of research conducted on assessment for literacy, numeracy
and language learning in the tertiary secto r in New Zealand. Accordingly, the NZ
Ministry of Education has focused in the recent years on identifying the needs for the
foundation learning by funding research initiatives and putting policies and strategies
in place e.g. Adult Literacy Achievement Framework; draft Adult Literacy Quality
Mark; learning for living work programme to name some. The aim of those initiatives
is to enhance the area of teaching, learning and assessment of adult foundation
learning literacy, numeracy and language in New Zealand.
Assessment is an integral part of this initiative and interrelated to providing a
quality teaching experience for the adult learners, their long life lear ning process and
their participation in the community and the national economy. Askov et al. (1997)
posits that adult students’ literacy skills are particularly important because adults
come to adult basic education with large gaps in their mastery of skills. Furthermore,
assessment should satisfy all the affected stakeholders of the various programmes, e.g.
community-based adult literacy programmes, workplace literacy programmes, and
administrators and funding agencies.
Assessment is a means of finding out through feedback how both the assessed and
assessee are doing in terms of lear ning and performance. Furthermore, it is used as an
indicator of learners’ acquisition of knowledge and of the teac hers’ qualityof te aching.
Therefore, it is essential to have well-designed assessment tools to evaluate lear ner’s
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/2042-5945.htm
WorldJour nal of Science, Technology
and Sustainable Development
Vol. 9 No.2, 2012
pp. 99-107
rEmeraldGroup Publishing Limited
2042-5945
DOI 10.1108/20425941211244252
99
Assessment: the
road to quality
learning
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