Academic Assessment of Students Work and Quality Assurance in Tertiary Institutions: A Conceptual Framework

Abstract

This paper discusses the social and cognitive variables that influence the roles of most practitioners during the marking of examination scripts and other student assessment procedures in educational institutions. Most approaches to the assessment of student work and are rooted in the specific historical, legal, national and pedagogical context of the institution. Studies have thus shown that practices differ widely between countries, regions, institutions and subject areas within institutions. It is the position of this paper that academic assessment procedures in educational environments should be designed to suit particular needs of the specific programme of study. What is important here is ensuring that the principles guiding the design of a specific assessment practice are transparent, fair and open to scrutiny by all stakeholders during and after their administration. It has been noted by some external assessors that when the final results of a student’s work do not fit within a normal distribution curve incompetency on the part of the practitioner is to blame. This is a broad accusation and it remains to be shown how to go about substantiating professional incompetencies in academic assessment exercises. It is against this background that this paper presents a conceptual diagram and theories that support the influence of cognitive and social variables on the work of practitioners in higher education.