| Summary: | The focus of this study is a strategy for the creation of a teaching-learning culture in
higher education that facilitates assessment as learning, in line with constructivist
principles and congruent with the outcomes-based approach to teaching and
learning. The rationale behind the study was based on the researcher's observation
that the assessment practices of learning accompanists in the health sciences tend
to be traditional and behaviourist in nature, while the official and dominant approach
to teaching and learning is outcomes-based.
A critical ethnographic process served as research method. A primary record was
compiled from the investigation into the assessment practices of the learning
accompanists in health sciences by means of direct observation during academic
contact sessions with students, 15 (fifteen) semi-structured individual interviews and
analysis of assessment documents. The 30 (thirty) participating students' experience
of the assessment practices of their learning accompanists was explored by means
of 3 (three) semi-structured focus group interviews as triangulation. The data was
qualitatively analysed in collaboration with an experienced qualitative researcher as
co-coder; and relevant relationships between concepts were emphasised. Literature
(national and international) was continuously explored, interpreted and integrated
with the empirical data for enrichment of the findings. The results were reduced to 12
(twelve) condensed statements that served as a basis for a theoretical framework. A
conceptual framework, which explains the relationship between the central concepts,
is visually presented and discussed. A strategy for a teaching-learning culture that
facilitates assessment as learning was formulated on the basis of 7 (seven) goals
and a tactical plan to achieve the stated goals. === Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.
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