Embracing Online Assessment in Open Distance Learning in Zimbabwe

Abstract

This paper focuses on Online Assessment in Open and Distance Learning (ODL) in three ODL universities in the SADC region. The emphasis was on both formative and summative assessment. The current scenarios in Africa whereby some ODL Universities have embraced eLearning as their main vehicle for tutorials, both synchronous and asynchronous, is the right direction to take because of its inclusive nature. However, assessment practices have trailed behind. The advert of the COVID- 19 pandemic has disrupted the traditional assessment practices as many universities rely on pencil and paper examinations in specified physical venues. The study therefore explores how the three ODL institutions can embrace online assessment as a way of enabling all students to write without the risk of contamination. The focus of the study was on three ODL universities from South Africa, Zimbabwe and Mozambique. The study was grounded on a pragmatic philosophy. A mixed methods design consisting of a questionnaire, interviews, focused group discussions and document analysis was used to collect and generate data. The participants included senior members of each university and purposively selected key members of the academic, Information Technology Information (ICT) and student support units. The major finding was that all the Universities were at different stages of online assessment with one having fully embraced on line assessment. There were resource challenges observed that need addressing for on line assessment to take off. The study recommended the use of online assessment to meet the needs of all the students.