ASSESMENT POLICY - HIGHER EDUCATION

Faculty level

2017
Contents
1. Introduction ......................................................................................................................................... 2
2. Types of assessment ............................................................................................................................ 3
3. Pass Marks ........................................................................................................................................... 4
4. Assessment strategies ......................................................................................................................... 4
Evidence ..................................................................................................................................... 4
Assessment Methods ................................................................................................................. 5
Communication with Students ................................................................................................... 5
Assessments Relating to Specific Circumstances ....................................................................... 5
Multiple-choice Assessments ..................................................................................................... 5
5. The assessor ........................................................................................................................................ 5
6. Copyright, dishonesty and plagiarism

7. Quality assurance of assessment ........................................................................................................ 6

References ............................................................................................................................................... 7
APPENDIX A CONCEPT OF GRADING ................................................................................................ 8
APPENDIX B CORRECT-GUESS PROBABLITY ........................................................................................ 9
APPENDIX C KNOWLEDGE PERCENTAGE AND WEIGHTING.............................................................. 10
 1. Introduction
In line with the quality assurance framework assessment of students1, assessment describes any
processes that appraise an individual’s knowledge, understanding, abilities or skills.
• This faculty assessment policy-is developed within the unique context of the faculty
concerned;
• aligned at faculty level to avoid contradictions between different faculty policies;
• communicated to all students in the faculty and all students should have access to the
Faculty Assessment Policy.

Faculty vision on assessment

Assessment should be a part of the learning process.

Purpose

Establish a clear framework of regulations, guidelines and procedures for integrated, coherent,
constructive assessment strategies that effectively support the achievement of intended learning
outcomes in all academic programmes in the Faculty;

• ensure the alignment of assessment across all programmes, in accordance with institutional
policy and the requirements of professional bodies;
• provide benchmarks that inform the alignment of faculty-specific assessment policy rules and
regulations as well as the assessment of learning outside the faculties;
• provide a framework for the management of the quality of all assessment-related
procedures and practices in the faculty.

Scope

This policy applies to all subsidised and non-subsidised academic programmes, offered by the faculty.

Assessment principles

• assessment is normally undertaken for each unit in a course;

• ensure coverage of the unit content and objective;
• students are provided with assessment feedback throughout the courses and at specified
stages throughout the course to assist them to make satisfactory progress through the
individual subjects and the overall course;
• there is a progression of complexity of assessment task requirements through the course of
study;
• the assessment demands of each subject reflect the subject weighting in terms of student
overall course workload;

1
https://data.maglr.com/278/issues/4444/67739/downloads/saxion_toetsbeleidskader.pdf
 • the weighting of assessment tasks within a subject is determined by the importance of the
task in determining that the student has met the learning outcomes;
• assessment is coherently designed as an integral part of the learning process to ensure full
alignment with academic;
• assessment processes are reliable, valid, transparent and fair, and the tasks feasible,
(practicable) in relation to available financial resources, facilities, equipment and time;
• assessment is comprised of both formative and summative assessments and is
conducted on a continuous basis throughout the learning experience, and the purpose of
the assessment and related assessment criteria are clearly communicated to students;
• quality assurance is integral to assessment and is the responsibility of the relevant faculty.

Assessment aims:

• Assessment is designed to enhance learning and teaching by placing emphasis on learning

outcomes and the development of graduate attributes;
• support and stimulate learning and teaching;
• promote reflective and critical engagement;
• evaluate understanding and/or performance.

Responsibilities
• heads of courses are responsible for the overall assessment of students within the relevant
course of study in consultation with the teaching staff;
• students are responsible for meeting all assessment requirements for each subject in which
they are enrolled;
• students are advised and encouraged to seek ongoing assessment advice and feedback from
teachers or from the heads of courses at any time during the teaching year including during
individual and group tutorials with teachers.

2. Types of assessment
Summative and Formative Assessment
Both types of assessment are integral components of all modules within a programme and have
application to both traditional summative and continuous assessment.

Formative Assessment
Formative assessment refers to assessment that takes place during the process of learning and
teaching. Formative assessment:

1. supports the teaching and learning process;

2. provides feedback to the learner on his/her progress;
3. diagnoses the learner’s strengths and weaknesses;
4. assists in the planning of future learning;
5. is developmental in nature and contributes to the learner’s capacity for self- evaluation;
6. helps to make decisions on the readiness of the learner to do a summative assessment.

Marks are not necessarily allocated, and, if allocated, not taken into consideration for admission to
a summative assessment opportunity.
Summative Assessment
Summative assessments are conducted for the purpose of making a judgment about the level of
competence of students in relation to the outcomes of a unit/module and/or programme. The
purpose of summative assessment is to measure students’ comprehension of the material. The
results of such formal assessment are expressed as a mark reflecting a pass or fail. In contrast to the
informal nature of formative assessments, summative assessments require clear expectations and
timelines to be set to give students the best opportunity to succeed.

Assessment schedule
The rules with regard to testing are based on the regulations described in the TER.

3. Pass Marks

• A minimum pass mark of 55% for all modules is required unless a higher pass mark is
otherwise stipulated by a head of the course.

• A student is required to achieve at least 75% in the module to pass with a distinction.

Special and supplementary summatieve assessment opportunities

The rules with regard to special and supplementary opportunities are based on the regulations
described in the TER.

4. Assessments strategies

Evidence
Evidence is required to serve as proof that students comply with the requirements of the standard
for which they wish to gain credits, and is applicable to all types of assessment.

Evidence is:

1 valid;
2 authentic (the student’s own work);
3 sufficient;
4 current (skills, knowledge and understanding are applicable).

Assessment procedures

In order that assessment be as verifiable and uniform as possible, the following procedures are
followed:

• Assessment criteria include not only knowledge of theological content but also the ability to
reflect theologically and to apply theology to issues under consideration •
• The methods of assessment vary from unit to unit and may be the result of negotiation
between student and lecturer •
 • Since the system of assessment is designed to fit the unit and its presentation, the lecturer
may operate with quantitative, statistical, qualitative, or attitudinal criteria in assigning
grades •

Assessment Methods
• A variety of ‘fit for purpose’ methods of assessment are used by the Assessor/s within a
unit/module to assess the student and his/her work as defined by the outcomes.

Assessment activities include the following broadly based activities:

1. Observation of real or simulated tasks, e.g. practical exercises/demonstrations,
role-plays, presentations;
2. evaluation of a product after a task has been completed, e.g. projects,
assignments, case studies, portfolios, artefacts, log books, reflective journals;
3. questions, oral or written, used either separately or in combination with (1)
and/or (2), e.g. tests/examinations, including short or long questions, essays,
multiple-choice questions.

• The development and implementation of assessment methods is based on the principles

of assessment.

Communication with Students

• Communication is required with the students before and after assessments.

• Different channels of communication are utilised, e.g. the learning guide, face-to-face
communication and communication technology.

Assessments Relating to Specific Circumstances

The rules with regard to specific circumstances are based on the regulations described in the TER

• Distance assessment
• Internship assessment

Electronic Assessment
Electronic assessment activities comply with the principles and procedures as described in the TER.

Multiple-choice Assessments

• The weight of the multiple-choice assessment, in any one module, may not exceed a
maximum of twenty per cent (20%) of the final mark for exit-level modules.

5. The assessor

• The Assessor possesses the required expertise in the subject matter of the learning field and
proficiency in the assessment process, and is appointed by the programme director.
• The Assessor is responsible for:

1. planning, designing and implementing the assessment;

 2. communicating the assessment requirements to students;
3. marking and judging student achievement in accordance with the required outcomes;
4. providing student feedback;
5. recording results in accordance with the University’s Policy on the administration of
the Assessment Results;
6. participating in the moderation process.

• External Assessors for the assessment of master’s dissertations and doctoral theses are
appointed in accordance with the University’s Policy on Higher Degrees
• Faculties set criteria for the appointment of all categories of Assessors and their associated
responsibilities, establish mechanisms for the supervision of Assistant Assessors and have
procedures in place for ratification by the relevant assessment structures in the faculty.
• Assessor training takes place in accordance with the academic development strategy of the
University.

6. Copyright, dishonesty and plagiarism

• Evidence of dishonesty and/or plagiarism is handled in accordance with TER

regulations

Vertification
The monitoring of the quality of the assessment processes from verification of the correctness and
accuracy of recorded marks to the receipt and analysis of all Moderators’ reports, the confirmation
or overturning of all Moderators’ findings and reports to Executive Deans is performed by the
Assessment Committees or Portfolios in the faculties.

Application for review of summative assessments

• A student may apply to the relevant Assessor/Lecturer responsible for the allocation of the
final summative module for an explanation for the mark, in accordance with TER
• Requests for an explanation are made within ten days after the commencement of the
semester following publication of the results.
• No assessment material (e.g. scripts or portfolios) or copies thereof are provided to the
student after the explanatory discussion if such material is not otherwise returned to the
student.

7. Quality assurance of assessment

• The administration of security of assessment methods is in accordance with the TER.
o Assessment practices will be fair, equitable, ethical and transparent
o At each stage in the assessment process clear records are kept and students can
access these records on request
o
• Faculties take full responsibility for the quality assurance of the assessment of learning.
• Annual The examination board reports include a report on the quality of assessment of
learning in the faculty. Administration of assessment
References
Lesage, E., Valcke, M., & Sabbe, E. (2013). Scoring methods for multiple choice assessment in higher
education. Is it still a matter of number right scoring or negative marking? Elsevier: Studies in
Educational Evaluation, 188-192.

Lopez-Perez, M. V., Perez-Lopez, C. M., & Rodriquez-Ariza, L. (2011). Blended learning in higher
education: Students’ perceptions and their relation to outcomes. Computers & Education,
818-826.

Nedelsky, L. (1954). ABSOLUTE GRADING STANDARDS FOR OBJECTIVE TESTS. EDUCATIONAL AND
PSYCHOLOGICAL MEASUREMENT .
APPENDIX A CONCEPT OF GRADING
The first question must be: What is the purpose of the test?

Pass threshold:
The lowest score that qualifies for a pass. There are several possible methods for determining the
pass threshold, which can be categorised as absolute, relative or an combination (compromise) of
those two methods (Lopez-Perez, Perez-Lopez, & Rodriquez-Ariza, 2011).
- Absolute method
o Criterion referenced
▪ Criterion-referenced tests and assessments are designed to measure
student performance against a fixed set of predetermined criteria or
learning standards—i.e., concise, written descriptions of what students are
expected to know and be able to do at a specific stage of their education
▪ If students perform at or above the established expectations—for example,
by answering a certain percentage of questions correctly—they will pass
the test, meet the expected standards, or be deemed “proficient.”
- Relative method
o Norm-referenced test
▪ Refers to standardized tests that are designed to compare and rank test
takers in relation to one another. Norm-referenced tests report whether
test takers performed better or worse than a hypothetical average student,
which is determined by comparing scores against the performance results
of a statistically selected group of test takers, typically of the same age or
grade level, who have already taken the exam.
▪ Standard not content related
▪ Fixed fail rate
- Compromise
o Relative/Absolute compromise method
o Determine 4 scores:
▪ Minimum fail rate
▪ Maximum fail rate
▪ Minimum passing point
▪ Maximum passing point
o Median of each taken

Setting Marks

1. Select standard setting method

2. Select panel/judges
3. Set performance criteria (pas/fail/dist.)
4. Train judges
5. Collect ratings/judgements
6. Feedback to facilitate discussion
7. Evaluate standard setting process
8. Provide results/evidence to final decision maker
APPENDIX B CORRECT-GUESS PROBABLITY
There is a possibility that a student will choose the correct answer to a multiple choice question
simply by guessing. This is known as the ‘correct-guess probability’. The correct-guess probability is
1 divided by the number of answer options.

The correct-guess probability for a three-choice question is 1/3, for a four-choice question 1/4,
for a five-choice question 1/5 and so on.

Guess correction / guess score:

The number of points that theoretically can be obtained by guessing. The guess score is calculated
by adding together the correct-guess probabilities of all the multiple choice questions (Lesage,

If an examination has 60 four-choice questions, the guess score is 60* ¼ = 15.

Valcke, & Sabbe, 2013).

For example (multiple choice test, four-choice questions)

Suppose that a test consists of 40 four-choice questions. From the statistical point of view, a student
could answer 10 questions correctly by just guessing (that is: 25% of 40). In addition to these 10
questions that can be answered correctly by guessing, the student must answer half of the remaining
30 questions correctly in order to pass (knowledge percentage: 50%). That is to say: in this example,
the student must answer 10 + (50% of 30) = 25 questions correctly in order to pass. We then say that
the pass threshold is 25. The pass threshold established in this way is an absolute pass threshold.
The pass/fail boundary is determined independently of the students’ scores. There are also teachers
who opt for a higher knowledge percentage, and consider that students must correctly answer at
least 55% (or even 60%) of the questions remaining after guess correction. The pass threshold in the
above example would then become: 10+(55% of 30)=26.5. The first pass would then be awarded for
27 correct answers.

For example (partly of multiple choice questions and partly of open-ended questions)

The multiple choice questions can be handled as described above. The grades can be calculated in
two ways, possibly resulting in slightly different final grades, due to rounding differences.
The points obtained for the multiple choice questions and for the open-ended questions are added
together. The grade is calculated over the total number of obtained points, after a guess correction
has been applied to the multiple choice part.

An examination consists of 40 four-choice questions (1 point per question) and 2 openended

questions worth 10 points per question, which means that in total it is possible to obtain a maximum
of 60 points. The guess correction is 10 (see § 4.1). In addition to these 10 questions, the student
must obtain half of the remaining 50 points in order to pass (when the knowledge percentage is
50%). A student thus obtains the lowest pass grade (6) with a score of 10+(50% of 50)=35 points.
APPENDIX C KNOWLEDGE PERCENTAGE AND WEIGHTING
Knowledge percentage:
The percentage of points (correct answers) that must be obtained on a test in order to pass, taking
account of the guess correction. Many teachers apply the principle that to
qualify for a pass, the student must have demonstrated mastery of at least 55% of the material. This
is known as the ‘mastery level’ or ‘knowledge percentage’. In concrete terms, this means that the
teachers use a fixed knowledge percentage, or fixed mastery level, of 55% correct answers, after
guess correction. Some teachers, however, choose a different percentage, such as 75%. The
knowledge percentage is used in determining the pass threshold (Nedelsky, 1954).

Weighting / weight
If the questions differ in terms of how heavily they contribute to the score, they are given an
individual ‘weight’ or multiplication factor. The greater the weight of a question, the more a correct
answer contributes to the student’s score.