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

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