Explore innovative and inclusive assessment practices aligned with UCT’s Vision 2030's pillars of excellence, transformation, and sustainability at the 2023 Teaching and Learning Conference (TLC).
Higher education faces a pivotal moment as shifts in teaching modes and technology challenge traditional assessment methods. Our focus on reimagining assessment aims to address inequalities, embrace innovation, and promote academic integrity. Furthermore, the rise of artificial intelligence, ongoing limitations to accessibility and worsening mental health reports prompt critical questions about the purpose of assessment in relation to learning and the meaning of academic integrity.
Reflecting on societal inequalities, the Curriculum Change Framework (2018) underscores the need to review UCT's assessment practices. This year's UCT TLC centers around "Assessment Entangled: Rethinking for Excellence, Transformation, and Sustainability."
Join us for two days of insightful discussions, innovative workshops, and transformative ideas at the forefront of educational assessment. This year's theme, "Assessment Entangled: Rethinking for Excellence, Transformation, and Sustainability", invites educators, students, and thought leaders to explore the dynamic landscape of assessment in higher education.
Day 1 Keynote
Jan McArthur is Senior Lecturer in Education and Social Justice and Head of Department in the Department of Educational Research, Lancaster University, UK. Her research focuses on the nature and purposes of higher education and how these relate to practices of teaching, learning and assessment. She has a particular interest in critical theory and in her published work explores the ideas of Theodor Adorno, Max Horkheimer and Axel Honneth, applying these to higher education. In Rethinking Knowledge in Higher Education (Bloomsbury) she explores how Adorno’s critical theory can inform our understanding of, and engagement with, knowledge in higher education for the purposes of greater social justice. Her second book, Assessment for Social Justice (Bloomsbury), uses Honneth’s conceptualisation of mutual recognition to rethink the nature of assessment in higher education, where one is committed to greater social justice. She has published a wide range of journal articles on assessment, critical theory and social justice, including focusing specifically on language learning. Jan is a co-researcher in the ESRC and HEFCE funded ‘Centre for Global Higher Education’.
Day 2 Keynote
Dr Kasturi Behari-Leak is Associate Professor in Higher Education Studies and Dean of the Centre for Higher Education Development at the University of Cape Town. She is Director of the Academic Staff and Professional Development Unit in CHED and leads a national collaborative project on academic staff development agency. As co-chair of the Curriculum Change Working Group, she led university-wide engagements on decolonisation of the curriculum and has published in the field of higher education studies. She teaches on HES post-graduate programmes and convenes HELTASA’s University Staff Doctoral Programme. She was President of the Higher Education Learning and Teaching Association of Southern Africa and is past President of the International Consortium of Educational Development (ICED). She serves on the research advisory committee of the World Universities Network and is part of several national and international research consortia, focused on HE. She serves on editorial boards and advisory groups globally.