Proceedings of The Focus Conference (TFC 2022)

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Lecturers’ Experiences with Digital Assessments

Authors
L. Smith1, *, N. Cekiso2
1Graduate School of Business and Leadership, University of KwaZulu Natal, Durban, South Africa
2Walter Sisulu University, Mthatha, South Africa
*Corresponding author. Email: livingstone984@gmail.com
Corresponding Author
L. Smith
Available Online 7 February 2023.
DOI
10.2991/978-2-38476-006-0_16How to use a DOI?
Keywords
Online assessment; Higher Education; fourth industrial revolution
Abstract

In preparing for the Fourth Industrial Revolution (4IR), higher education institutions are concerned that new graduates are inadequately prepared for their place of work. The disparity can result in unemployment and a short supply of skilled labour. Higher education institutions, as the producers of skilled labour have a responsibility to accelerate the alignment of examinations focused on developing 21st-century skills capabilities in students. The main intention of an examination in pedagogy is to offer data and revise intended instructions. The research is aimed at understanding the difficulties of digital assessments to deal with the 21st-century disparity in skills. Due to an epistemological conviction around a social constructivist interpretive background, a case study approach is used to construct the reality influenced by the lecturers’ experiences. Based on purposeful sampling, ten (10) business studies lecturers with over five (5) years of teaching experience, and familiarity with the traditional teaching methods were selected from Elangeni TVET College. Data were collected in the study using semi-structured interviews. Data was reduced into codes and themes to identify patterns of regularities to arrive at a conclusion and findings. The purpose of the study was to establish if there are any difficulties experienced by lecturers in digital assessments to produce the competencies of the 21st century. The research suggested a change in the mode of assessment based on the skills requirements of the workplace and in line with the requirements of 4IR.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of The Focus Conference (TFC 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
7 February 2023
ISBN
978-2-38476-006-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-006-0_16How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - L. Smith
AU  - N. Cekiso
PY  - 2023
DA  - 2023/02/07
TI  - Lecturers’ Experiences with Digital Assessments
BT  - Proceedings of The Focus Conference (TFC 2022)
PB  - Atlantis Press
SP  - 186
EP  - 195
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-006-0_16
DO  - 10.2991/978-2-38476-006-0_16
ID  - Smith2023
ER  -