Shifting from assessment of learning to assessment for learning in postgraduate research.

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dc.contributor.author Atibuni, Dennis Zami
dc.date.accessioned 2022-03-24T06:45:26Z
dc.date.available 2022-03-24T06:45:26Z
dc.date.issued 2019
dc.identifier.citation Atibuni, D. Z. (2019). Shifting from assessment of learning to assessment for learning in postgraduate research. An interdisciplinary journal. Volume 56 No. 2, 2019. en_US
dc.identifier.uri https://doi.org/10.60682/74jq-n148
dc.description Journal chapter en_US
dc.description.abstract Postgraduate students are terminally assessed through research. Depending on whether the students undertake research as an assessment by mastery orientation or performance orientation will determine whether the process serves as an assessment for learning or assessment of learning. In this conceptual review, it is argued that students who use mastery orientation to research pursue deep learning. Research serves as an assessment for learning; while students engaged in research through performance orientation pursue surface learning, and the process serves as assessment of learning. It is recommended that institutional policies and faculty practices should promote research as an assessment for learning rather than assessment of learning through fostering deep learning through mastery orientation. en_US
dc.description.sponsorship University of Johannesburg, Busitema University. en_US
dc.language.iso en en_US
dc.publisher Busitema University en_US
dc.subject Postgraduate students en_US
dc.subject Research en_US
dc.subject Mastery orientation en_US
dc.subject Performance orientation en_US
dc.subject Assessment for learning en_US
dc.subject Assessment of learning en_US
dc.title Shifting from assessment of learning to assessment for learning in postgraduate research. en_US
dc.title.alternative Psychology and Education : An Interdisciplinary journal en_US
dc.type Book chapter en_US


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