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Assoc. Prof 

Govender, Samantha

Faculty: Faculty of Education
Department: Educational Foundations
ORCID: https://orcid.org/0000-0002-4754-5361
Research Interest(s): Curriculum and teacher development, Teaching, Learning and assessment in higher and tertiary education, and Climate change education.
Active Research Project(s): Harvesting research papers from data collected through the KIC-CCE project. Creating a sustainable teaching and learning environment in rural Northern KwaZulu-Natal schools.
Active Community Engagement: Southern African Society for Education (SASE). Canadian Society for the Study of Education (CSSE).
Biography: Dr. Samantha Govender obtained her Doctoral Degree in Curriculum Studies in 2013 from the University of Zululand. She currently serves as a Senior Lecturer and Acting Head of Department for Curriculum and Instructional Studies in Education within the Faculty of Education.
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20191
Subject: Assessment ×
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    PublicationJournal Article
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    Students’ reflections on assessment and feedback practices at a South African higher education institution
    2019
     | Adonis & Abbey Publi...
    The importance of feedback in enhancing teaching and learning in higher education institutions is widely acknowledged but there is still a persistent need for improvement. This study explored students ‘reflections on the feedback they received within their modules from multiple assessment practices. It aimed to examine the nature of the feedback they received as well as the challenges they experienced during the process, and to identify innovative ways to enhance future practice. An interpretative, qualitative, and quantitative research approach was employed. Data were collected by means of a questionnaire, containing closed and open-ended questions, from 120 randomly selected third-year students from the Faculty of Education at a South African university. The findings revealed that students felt they did not receive sufficient, detailed, relevant, and timely feedback after assessment; they valued feedback mainly in terms of quantity, quality, and promptness, but there was little concern from students about the extent to which their learning could be facilitated through the feedback received. Recommendations are provided for effective and efficient ways in which feedback can be improved to facilitate student learning, Specifically in the context of large student numbers and high lecturer workload.
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