Experience of Lecturers Applying Innovative Assessment Strategies for Quality Teaching and Learning in Two Modules, University of the Free State

Abstract

Innovative assessment in a blended teaching and learning environment is critical to enhancing the quality of teaching and learning and helps evaluate students’ module outcomes. The study aimed to examine the assessment methods of two different modules in the Faculty of Education of a national university, highlighting lecturers' experiences in their attempt to use innovative assessment strategies for quality teaching and learning. This qualitative study involved semi-structured interviews with three lecturers and self-reflections of the three principal investigators. We couch the study in Fink’s taxonomy as it covers the creation of significant learning experiences, including but not limited to a learning-centered approach and a response to the changes in education. In the two modules, the assessments have been deemed innovative by integrating and using various assessment strategies, assessment tools, and formative and summative assessment activities that form part of broader learning and teaching strategies. The study employed generic data analysis to underscore the significance of innovative assessment strategies. The study exposed the value of institutional support in enhancing quality teaching and learning as envisioned by Vision 130 of the University of the Free State through innovative assessments. Furthermore, innovative approaches that align with the digital-native students result in greater personalized learning. Morally correct thinking and behavior and students working together are essential in achieving student success and bringing about quality in education in the distinctive context of a university in South Africa.