Abstract:
Higher education institutions have a responsibility to produce successful graduates; therefore, teaching, of which assessment is an integral part, must promote quality learning. This paper reports on an evaluation of the quality of summative assessments. A qualitative research design was used and a document analysis strategy was followed. Examination papers, memoranda and applicable learner guides were the primary data sources. Results showed that the assessment instruments studied mostly complied with the principles for assessment and the NQF level descriptors. However, it was found that only 10% of the marks allocated in the papers were allotted for items requiring higher order cognitive activity, and only 50% were aligned with outcomes and criteria found in the learner guides. It is therefore concluded that an improvement in the quality of summative assessment instruments is required.
