Future-proofing quality education using integrated assessment systems
Purpose – Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diver...
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2024-12-01
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| Series: | Quality Education for All |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/QEA-11-2023-0014/full/pdf |
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| author | Lucy Tambudzai Chamba Namatirai Chikusvura |
| author_facet | Lucy Tambudzai Chamba Namatirai Chikusvura |
| author_sort | Lucy Tambudzai Chamba |
| collection | DOAJ |
| description | Purpose – Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education. Design/methodology/approach – The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review. Findings – Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools. Research limitations/implications – This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured. Practical implications – The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed. Originality/value – The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems. |
| format | Article |
| id | doaj-art-94fb77c0acfa432c9a2724a5cab3b6f5 |
| institution | Kabale University |
| issn | 2976-9310 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Quality Education for All |
| spelling | doaj-art-94fb77c0acfa432c9a2724a5cab3b6f52025-02-03T14:29:31ZengEmerald PublishingQuality Education for All2976-93102024-12-011124025510.1108/QEA-11-2023-0014Future-proofing quality education using integrated assessment systemsLucy Tambudzai Chamba0Namatirai Chikusvura1Faculty of Management Sciences, Department of Entrepreneurial Studies and Management University of Technology, Durban, South Africa and TDEAM, Zimbabwe School Examinations Council, Harare, ZimbabweDepartment of Mathematics, College of Education, University of South Africa, Pretoria, South AfricaPurpose – Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education. Design/methodology/approach – The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review. Findings – Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools. Research limitations/implications – This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured. Practical implications – The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed. Originality/value – The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.https://www.emerald.com/insight/content/doi/10.1108/QEA-11-2023-0014/full/pdfIntegrated assessment systemsFuture-proofingMultiple intelligence21st-century skillsQuality education |
| spellingShingle | Lucy Tambudzai Chamba Namatirai Chikusvura Future-proofing quality education using integrated assessment systems Quality Education for All Integrated assessment systems Future-proofing Multiple intelligence 21st-century skills Quality education |
| title | Future-proofing quality education using integrated assessment systems |
| title_full | Future-proofing quality education using integrated assessment systems |
| title_fullStr | Future-proofing quality education using integrated assessment systems |
| title_full_unstemmed | Future-proofing quality education using integrated assessment systems |
| title_short | Future-proofing quality education using integrated assessment systems |
| title_sort | future proofing quality education using integrated assessment systems |
| topic | Integrated assessment systems Future-proofing Multiple intelligence 21st-century skills Quality education |
| url | https://www.emerald.com/insight/content/doi/10.1108/QEA-11-2023-0014/full/pdf |
| work_keys_str_mv | AT lucytambudzaichamba futureproofingqualityeducationusingintegratedassessmentsystems AT namatiraichikusvura futureproofingqualityeducationusingintegratedassessmentsystems |