Assessment in practice: A case study of the Polytechnic of Namibia and the International Institute for Geo-Information Science and Earth Observation (ITC) in the Netherlands.

Abstract

This paper examines the problem of splitting views on assessment methods at the Polytechnic of Namibia. This problem led to some lecturers being unaware of what assessment method is relevant to their courses. The paper evaluated the literature on major assessment categories of formative (continuous) and summative (exam-based) using a comparative case of the International Institute for Geo-Information Science and Earth Observation (ITC) in the Netherlands and the Polytechnic of Namibia. The major finding is that assessment methods stipulated in the Polytechnic Prospectus are not clear. This has resulted in a gap between the assessment methods and even questions the objectives of the courses. The paper recommends that the Prospectus Regulations should be revisited to make the assessment methods strong. With a momentum towards increased strong hybrid assessment it is appropriate to assess the correlation between student performance in continuous assessment work and in more traditional end of course written examinations.