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Learning Objective 1: • Gain insight in the concept “assessment as learning” based on a constructivist point of departure;
Learning Objective 2: • Understand the process followed in the development of a strategy for assessment as learning.
Problem statement: In spite of the Outcomes Based Education approach advocated by the educational policy, most learning facilitators continue to practice traditional assessment methods embedded in a behaviorist philosophy.
Purpose: This presentation aims to report on a strategy developed for assessment as learning based on the constructivist approach as opposed to assessment of learning practiced in health sciences at a South African higher education institution.
Research design and method: A critical ethnographic design was used with qualitative, explorative, descriptive, contextual elements. The design followed in the development of a strategy that was deducted from the data collected and elements of the vision, values and principles advocated by the South African National Department of Education and higher educational institutions.
Data collection: A multi-method approach, consisting of observation, semi-structured interviews, analysis of assessment documents, focus group interviews and analysis of national and international literature, was followed.
Results: The collected data culminated in 12 conclusive statements that served as basis for a conceptual framework from which a strategy for assessment as learning was developed. The strategy will be shared as part of the results.
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