Examining dissertations : the case of a university of technology in South Africa

Abstract

Assessment remains a source of contention within the education community. Inconsistency through contradictory evaluation techniques used by different practitioners makes assessments unreliable. This article reflects on my experience examining research dissertations as a novice academic at a university of technology in South Africa. The main objectives of the current reflective study are to improve my assessment practices by critiquing a dissertation examination tool and to highlight the marking principles to be considered when examining student submissions. I reviewed six dissertations from students busy studying towards their Bachelor of Technology degrees. The reflection was underpinned by Gibb’s reflective theory which presents a reflection cycle for the learner who is also the one reflecting. Several themes emerged from my deliberation including the need to enhance the assessment tool, a call for consistency and reliability, and overcoming challenges. from this exercise, the following action plan was developed: continual refinement of assessment tools to develop a rubric; training, development and mentorship for novice assessors; and peer collaboration. By taking these actions, the assessment process for dissertations has the potential to not only benefit the assessors but also the students.