The utilisation of formative and summative electronic assessments in historically disadvantaged institutions (HDI) in the Western Cape.

by Pillay, Paliga

In this thesis, I explore the benefit of electronic formative assessment on learner achievement. Studies had revealed the connection between throughput and assessment. There is great discrepancy between the throughput rate of Historically Disadvantaged Institutions (HDI) and Historically Advantaged Institutions (HAI), according to the National Plan for Higher Education. Previously, assessment was used primarily for summative and certification purposes. Now, with the introduction of Outcomes Based Education (OBE), a number of alternative forms of assessment can be used. In this study I establish the importance and necessity of frequent, electronic, formative assessments which would thereby improve learners’