Research Article
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Assessment in a health science programme at a South African university: views and experiences of students

Year 2023, Volume: 11 Issue: 2 - June 2023, 235 - 248, 11.07.2023

Zijing Hu Roy Venketsamy

https://doi.org/10.17478/jegys.1264118

Abstract

The importance of assessments in education cannot be over-emphasised. The reason is that assessments not only promote students' learning but also evaluate students' competencies, particularly in the field of health sciences, such as acupuncture. Therefore, it is crucial for higher education institutions to ensure that assessments in their programmes are valid and reliable. However, there is a distinct lack of research focusing on assessments in acupuncture programmes. This study aimed to explore students' views and experiences of an acupuncture programme at a higher education institution within the South African context. The revised Bloom's Taxonomy was utilised as the theoretical lens to understanding students' views and experiences. A qualitative single case study design was employed in this study. The authors followed a purposive sampling strategy to recruit participants from a public university in South Africa. Ten participants were selected for this study. Thematic analysis was utilised in this study. The results of this study were:Participants stated that it was important to utilise multiple assessment tools for the educational evaluation of the acupuncture program, the frequency and continuity of the assessment motivated learning, each of the assessment tools was valuable and not superior to the other, and the assessment techniques used with the aims of the acupuncture program should be compatible.

Keywords

assessment Revised Bloom higher education acupuncture health sciences

Thanks

The authors would like to express their sincere thanks to the Department of Complementary Medicine, at the University of Johannesburg, for allowing us to conduct this study. We also want to acknowledge the reviewers from JEGYS for their valuable comments. The authors declare that they have no conflict of interest.

References

  • Amua-Sekyi, E.T. (2016). Assessment, student learning and classroom practice: a review. Journal of Education and Practice, 7(21), 1-6.
  • Barari, N., RezaeiZadeh, M., Khorasani, A. & Alami, F. (2020). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom's taxonomy. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1739078
  • Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
  • Capraro, R. M., Roe, M. F., Caskey, M. M., Strahan, D., Bishop, P., Weiss, C. & Swanson, K. W. (2012). Research summary: Assessment. Association for Middle Level Education,1-6. https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1006&context=ci_fac
  • Chandio, M.T., Pandhiani, S.M. & Iqbal, R. (2016). Bloom's Taxonomy: Improving assessment and teaching-learning process. Journal of Education and Educational Development, 3(2), 203-221.
  • Creswell, J.W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). California: Sage.
  • Department of Basic Education. 2011. National Curriculum Statement: Curriculum and Assessment Policy Statement: Protocol on Assessment. Pretoria. Government Printers.
  • Earl, L.M. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg: Manitoba Education, Citizenship and Youth.
  • Esomonu, N.P. & Eleje, L.I. (2020). Effect of diagnostic testing on students' achievement in secondary school quantitative economics. World Journal of Education, 10(3), 178-187.
  • General Medical Council. (2012). Ready for revalidation. Supporting evidence for appraisal and revalidation. London: General Medical Council.
  • Flórez, M.T. & Sammons, P. (2013). Assessment for Learning: Effects and Impact. England: Oxford University Department of Education.
  • Haldane, T. (2014). "Portfolios" as a method of assessment in medical education. Gastroenterol Hepatol Bed Bench, 7(2), 89-93.
  • Hu, Z. (2022). Exploring teaching, learning, assessment and practices of an acupuncture programme to improve children's health (unpublished PhD thesis). Pretoria: University of Pretoria.
  • Hu, Z. & Venketsamy, R. (2022a). Traditional Chinese Medicine as an alternative option to improving rural health in South Africa: Case study for Gauteng. Health SA Gesondheid, 27(0), 1-8.
  • Hu, Z. & Venketsamy, R. (2022b). Implementation example of TPACK model in health sciences education: Exploring of the students' views on clinical simulation in the acupuncture programme at a South African University. Journal for the Education of Gifted Young Scientists, 10(2), 251-263.
  • Hu, Z. Venketsamy, R. & Razlog, R. (2022). Exploring health sciences students' experiences of interprofessional education to improve quality learning outcomes. Journal for the Education of Gifted Young Scientists, 10(3), 385-398.
  • Jang, E. E. & Wagner, M. (2013). Diagnostic feedback in language classroom. In A.J. Kunnan (Ed.). The Companion to Language Assessment. New York: John Wiley & Sons.
  • Khan, B. (2012). Relationship between assessment and students' learning. International Journal of Social Sciences and Education, 2(1), 576-588.
  • Khan, K.Z., Ramachandran, S., Gaunt, K. & Pushkar, P. (2013). The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective, Medical Teacher, 35(9), e1437-e1446.
  • Krathwohl, D.R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice, 41(4), 215-218.
  • Liljedahl, P. (2010). The four purposes of assessment. Vector. https://peterliljedahl.com/wp-content/uploads/Four-Purposes-of-Assessment-1.pdf
  • McDonald, B. (2012). Portfolio assessment: direct from the classroom. Assessment & Evaluation in Higher Education, 37(3), 335-347.
  • Mokhtaria, L. (2015). The use of portfolio as an assessment tool. International Journal of Scientific & Technology Research, 4(7), 170-172.
  • Payne, S. (2014). Can formative assessment be used to support summative assessment and summative assessment for formative purposes? The Bridge: Journal of Educational Research-Informed Practice, 1(2), 21-37.
  • Stăncescu, I. & Drăghicescu, L.M. (2017). The importance of assessment in the educational process – science teachers' perspective. The European Proceedings of Social & Behavioural Sciences, http://dx.doi.org/10.15405/epsbs.2017.07.03.89
  • Ten Cate, O., Snell, L. & Carraccio, C. (2010). Medical competence: The interplay between individual ability and the health care environment. Medical Teacher, 32(8), 669–675.
  • Tosuncuoglu, I. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167.
  • Umar, A.M.A. (2018). The impact of assessment for learning on students' achievement in English for specific purposes. English Language Teaching, 11(2), 15-25.
  • Venketsamy, R. & Hu, Z. (2022). Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning: a South African case study. Journal for the Education of Gifted Young Scientists, 10(2), 121-135.
  • Yambi, T.D.A.C. (2018). Assessment and Evaluation in Education. https://www.researchgate.net/publication/342918149_ASSESSMENT_AND_EVALUATION_IN_EDUCATION
  • Yin, R.K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). The United States of America: Sage.

Year 2023, Volume: 11 Issue: 2 - June 2023, 235 - 248, 11.07.2023

Zijing Hu Roy Venketsamy

https://doi.org/10.17478/jegys.1264118

Abstract

References

  • Amua-Sekyi, E.T. (2016). Assessment, student learning and classroom practice: a review. Journal of Education and Practice, 7(21), 1-6.
  • Barari, N., RezaeiZadeh, M., Khorasani, A. & Alami, F. (2020). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom's taxonomy. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1739078
  • Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
  • Capraro, R. M., Roe, M. F., Caskey, M. M., Strahan, D., Bishop, P., Weiss, C. & Swanson, K. W. (2012). Research summary: Assessment. Association for Middle Level Education,1-6. https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1006&context=ci_fac
  • Chandio, M.T., Pandhiani, S.M. & Iqbal, R. (2016). Bloom's Taxonomy: Improving assessment and teaching-learning process. Journal of Education and Educational Development, 3(2), 203-221.
  • Creswell, J.W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). California: Sage.
  • Department of Basic Education. 2011. National Curriculum Statement: Curriculum and Assessment Policy Statement: Protocol on Assessment. Pretoria. Government Printers.
  • Earl, L.M. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg: Manitoba Education, Citizenship and Youth.
  • Esomonu, N.P. & Eleje, L.I. (2020). Effect of diagnostic testing on students' achievement in secondary school quantitative economics. World Journal of Education, 10(3), 178-187.
  • General Medical Council. (2012). Ready for revalidation. Supporting evidence for appraisal and revalidation. London: General Medical Council.
  • Flórez, M.T. & Sammons, P. (2013). Assessment for Learning: Effects and Impact. England: Oxford University Department of Education.
  • Haldane, T. (2014). "Portfolios" as a method of assessment in medical education. Gastroenterol Hepatol Bed Bench, 7(2), 89-93.
  • Hu, Z. (2022). Exploring teaching, learning, assessment and practices of an acupuncture programme to improve children's health (unpublished PhD thesis). Pretoria: University of Pretoria.
  • Hu, Z. & Venketsamy, R. (2022a). Traditional Chinese Medicine as an alternative option to improving rural health in South Africa: Case study for Gauteng. Health SA Gesondheid, 27(0), 1-8.
  • Hu, Z. & Venketsamy, R. (2022b). Implementation example of TPACK model in health sciences education: Exploring of the students' views on clinical simulation in the acupuncture programme at a South African University. Journal for the Education of Gifted Young Scientists, 10(2), 251-263.
  • Hu, Z. Venketsamy, R. & Razlog, R. (2022). Exploring health sciences students' experiences of interprofessional education to improve quality learning outcomes. Journal for the Education of Gifted Young Scientists, 10(3), 385-398.
  • Jang, E. E. & Wagner, M. (2013). Diagnostic feedback in language classroom. In A.J. Kunnan (Ed.). The Companion to Language Assessment. New York: John Wiley & Sons.
  • Khan, B. (2012). Relationship between assessment and students' learning. International Journal of Social Sciences and Education, 2(1), 576-588.
  • Khan, K.Z., Ramachandran, S., Gaunt, K. & Pushkar, P. (2013). The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective, Medical Teacher, 35(9), e1437-e1446.
  • Krathwohl, D.R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice, 41(4), 215-218.
  • Liljedahl, P. (2010). The four purposes of assessment. Vector. https://peterliljedahl.com/wp-content/uploads/Four-Purposes-of-Assessment-1.pdf
  • McDonald, B. (2012). Portfolio assessment: direct from the classroom. Assessment & Evaluation in Higher Education, 37(3), 335-347.
  • Mokhtaria, L. (2015). The use of portfolio as an assessment tool. International Journal of Scientific & Technology Research, 4(7), 170-172.
  • Payne, S. (2014). Can formative assessment be used to support summative assessment and summative assessment for formative purposes? The Bridge: Journal of Educational Research-Informed Practice, 1(2), 21-37.
  • Stăncescu, I. & Drăghicescu, L.M. (2017). The importance of assessment in the educational process – science teachers' perspective. The European Proceedings of Social & Behavioural Sciences, http://dx.doi.org/10.15405/epsbs.2017.07.03.89
  • Ten Cate, O., Snell, L. & Carraccio, C. (2010). Medical competence: The interplay between individual ability and the health care environment. Medical Teacher, 32(8), 669–675.
  • Tosuncuoglu, I. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167.
  • Umar, A.M.A. (2018). The impact of assessment for learning on students' achievement in English for specific purposes. English Language Teaching, 11(2), 15-25.
  • Venketsamy, R. & Hu, Z. (2022). Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning: a South African case study. Journal for the Education of Gifted Young Scientists, 10(2), 121-135.
  • Yambi, T.D.A.C. (2018). Assessment and Evaluation in Education. https://www.researchgate.net/publication/342918149_ASSESSMENT_AND_EVALUATION_IN_EDUCATION
  • Yin, R.K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). The United States of America: Sage.
There are 31 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Curriculum Development
Authors

Zijing Hu 0000-0002-9752-4163

Roy Venketsamy This is me 0000-0002-3594-527X

Early Pub Date June 29, 2023
Publication Date July 11, 2023
Published in Issue Year 2023 Volume: 11 Issue: 2 - June 2023

Cite

APA Hu, Z., & Venketsamy, R. (2023). Assessment in a health science programme at a South African university: views and experiences of students. Journal for the Education of Gifted Young Scientists, 11(2), 235-248. https://doi.org/10.17478/jegys.1264118
AMA Hu Z, Venketsamy R. Assessment in a health science programme at a South African university: views and experiences of students. JEGYS. July 2023;11(2):235-248. doi:10.17478/jegys.1264118
Chicago Hu, Zijing, and Roy Venketsamy. “Assessment in a Health Science Programme at a South African University: Views and Experiences of Students”. Journal for the Education of Gifted Young Scientists 11, no. 2 (July 2023): 235-48. https://doi.org/10.17478/jegys.1264118.
EndNote Hu Z, Venketsamy R (July 1, 2023) Assessment in a health science programme at a South African university: views and experiences of students. Journal for the Education of Gifted Young Scientists 11 2 235–248.
IEEE Z. Hu and R. Venketsamy, “Assessment in a health science programme at a South African university: views and experiences of students”, JEGYS, vol. 11, no. 2, pp. 235–248, 2023, doi: 10.17478/jegys.1264118.
ISNAD Hu, Zijing - Venketsamy, Roy. “Assessment in a Health Science Programme at a South African University: Views and Experiences of Students”. Journal for the Education of Gifted Young Scientists 11/2 (July 2023), 235-248. https://doi.org/10.17478/jegys.1264118.
JAMA Hu Z, Venketsamy R. Assessment in a health science programme at a South African university: views and experiences of students. JEGYS. 2023;11:235–248.
MLA Hu, Zijing and Roy Venketsamy. “Assessment in a Health Science Programme at a South African University: Views and Experiences of Students”. Journal for the Education of Gifted Young Scientists, vol. 11, no. 2, 2023, pp. 235-48, doi:10.17478/jegys.1264118.
Vancouver Hu Z, Venketsamy R. Assessment in a health science programme at a South African university: views and experiences of students. JEGYS. 2023;11(2):235-48.
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