Learning through assessment: An approach towards Self-Directed Learning

Volume editor

Elsa Mentz

Volume editor

Anitia Lubbe

Synopsis

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in which higher education conceptualises teaching, learning and assessment has inevitably changed due to the COVID-19 pandemic, and now more than ever, we need learners to be self-directed in their learning. Assessment plays a key role in learning and therefore, we have to identify innovative ways in which learning can be assessed and which are likely to become the new norm even after the pandemic has been brought under control. The goal of this book, consisting of original research, is to assist with the paradigm shift regarding the purpose of assessment, as well as provide new ideas on assessment strategies, methods and tools appropriate to foster self-directed learning in all modes of delivery.

Chapters

Chapter 1
Self-directed learning-oriented assessment and assessment literacy: Essential for 21st-century learning

Anitia Lubbe, Elsa Mentz
Chapter 2
Assessing axiologolects: Exploring the language of situated self-directed learning-oriented assessment

Jako Olivier
Chapter 3
Self-directed multimodal assessment: Towards assessing in a more equitable and differentiated way

Jako Olivier
Chapter 4
Aligning metaliteracy with self-directed learning to expand assessment opportunities

Trudi E Jacobson, Thomas P Mackey, Jako Olivier
Chapter 5
Leveraging student self-directed learning through online tutoring and integrated ipsative assessment

Iman C Chahine, Saeid Belkasim
Chapter 6
Assessment as an epistemological tool to facilitate metacognitive awareness and promote self-directed learning

Divan Jagals
Chapter 7
Value of feedback during the implementation of the group–individual–group cooperative learning method of assessment

Elsa Mentz, Anitia Lubbe
Chapter 8
Assessment: The driving force behind self-directed learning in English teacher training

Marike Annandale, Elizabeth M Reyneke
Chapter 9
Using digital technology as formative assessments to enhance self-directed learning

Byron J Bunt, Gideon van Tonder
Chapter 10
The role of teachers’ assessment beliefs in fostering self-directed learning skills within the school learning context and its implications for higher education

Effiness Kamanga, Josef de Beer, Anitia Lubbe