Rethinking students' assessments in higher education during and post-COVID-19

Abstract

The disruption of orthodox teaching and learning methods due to the COVID-19 pandemic has undoubtedly impacted student assessments in higher education institutions (HEIs). With an unprecedented shift to online forms of assessments, questions arise about HEIs' state of preparedness, and the implications of these COVID-19 adapted assessments. Based on a qualitative study through online interviews with lecturers and students from various disciplines, this chapter explores assessment mechanisms that Zimbabwean public and private HEIs have adopted during the COVID-19 lockdown restrictions. The study established that HEIs adopted blended formative assessments throughout the COVID-19 period but noted an array of challenges in administering field-related assessments and inadequate training and support for e-assessments. While the private universities exercised some flexibility on examinations, public universities were less flexible for fear of compromising examination standards. Given the varying contexts within and between institutions, beyond the COVID-19 era, we propose a blended and an iterative approach in designing and applying alternative assessment methods that are based on their socio-economic feasibility without compromising the institution's academic standards.