An assessment experiment for Mathematics at the University of South Africa (Unisa)

  • CA Bohlmann

Abstract



Formative assessment in distance teaching is a complex issue, particularly when diverse students are involved. At Unisa many students from previously disadvantage backgrounds need to be accommodated in tertiary mathematics and science. However, many such students have limited entry-level mathematical knowledge and academic skills. This article focuses on an attempt to balance assessment methods that are feasible in distance teaching with those that have potential to bring about greater learning.

South African Journal of Higher Education Vol. 20(4) 2006: pp.391-418
Published
2008-02-22
Section
Articles

Journal Identifiers


eISSN: 1011-3487