Transforming Higher Education Assessment to Meet Learning and Stakeholder Needs. A Case of Chinhoyi University of Technology

Institutions of higher learning have since departed from testing students performances to assessment of students learning. Testing had been seen losing touch, relevance and practicality, where in the coming of assessment has introduced a lot of practicability, workability and the potential to show what students have learnt and later on the potential to learn further in life. Assessment plays an important role as in determining quality of students being produced in various respects. The main objectives of the study included taking stock of current assessment methods and procedures; identifying where specific methods are applicable and their effectiveness as assessment methods of cognitive, skills, attitude and research competencies; establishing the relevance of assessment in education and educational management and productive sectors; and then designing ways of assessing students' work that yields into the productive sectors. The study used 85 students and 36 staff members from Chinhoyi University of Technology. A mixed methodology approach was used on an open and closed ended questionnaire. The established numerous assessment modes were seen to measure, though variably, competences in terms of knowledge, skills, attitude and research; and it can be noted that each assessment mode can be modified to test these competences equally and at different levels. To add on, assessment was seen to be an area that can be used to enhance or improve issues of education, educational management and instilling productive capabilities. The main recommendation was to ensure that assessment should be relevant, dynamic and using any framework for transforming assessment in higher education there should be adequate stakeholders' engagement and consultation for their input.