Comprehensive examination of diverse assessment methodologies applicable to Sport Science departments at Higher Education institutions

Year 2024, , 134 - 140, 30.09.2024

Gerrit Breukelman , Lourens Millard

https://doi.org/10.30516/bilgesci.1425413

Abstract

Educators and educational leaders have engaged in ongoing discussions and debates concerning student assessment in higher education. Concerns have been raised by academics about the disconnect between assessment methods and actual student learning outcomes. The aim of this review was to conduct a comprehensive examination of diverse assessment methodologies applicable to higher education. Furthermore, a critical analysis was performed to evaluate the alignment of current assessment practices within the author's specific academic field with the various assessment methods under scrutiny, as well as to assess their efficacy. The literature review pertaining to the evaluation techniques employed in higher education underwent an electronic search across several databases: EBM Reviews, Current Contents, Science Direct, Google Scholar, CISTI Source (from 2000 to June 2021), Cochrane Database of Systematic Reviews and international e-catalogues. A total of (n=38) studies were found that met the necessary criteria to be included in the study. It is important to acknowledge that this examination should be regarded as a foundational framework, with ample room for future research to incorporate additional assessment approaches, given the multitude of options available. Assessment for learning, tasks of learning, and peer and self-assessment emerge as invaluable tools applicable across various disciplines within higher education.

Keywords

Assessment, Sport Science, Assessment Methods, Learning Outcomes, Assessment Practices

Ethical Statement

All ethical considerations were kept in mind, in accordance to University policy.

Supporting Institution

University of Zululand

Thanks

N/A

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