Abstract:
The implementation of the outcomes-based education and training (OBET) and learner-centred approaches specifically in the health technology programmes at the Central University of Technology, Free State (CUT) exposed facilitators to new challenges in teaching and assessment. The current assessment environment in these programmes was established, using two questionnaires aimed at facilitators and students. The results of the study showed a trend towards innovation in assessment and the establishment of an assessment culture when compared with specific characteristics in literature on meaningful and scholarly assessment practices.
