Facilitation of a diverse higher education student community from conventional to alternative assessment practices

Abstract

The higher education classroom of today is filled with students of vast diversity which applies to culture, sex and nationality. This can be seen in the fact that some students only study for the sake of a higher education or the availability of a bursary. These factors influence the persuasion and commitment towards more surface learning. It is stated that the principle of assessment is not only a tool to indicate achievement or outcomes met, but a good assessment method can also shape learning. By shifting to an alternative assessment method one can shift a learner's persuasion and commitment from surface learning to deep, constructive learning.