Fourth industrial revolution (4IR) impact in assessment practices

Equaliser in producing a global graduate of the future, University of Pretoria a case in point

Abstract

Disruptions in technology have impacted teaching and learning and, in particular for this paper, assessments in a rapid manner, with Covid-19 playing an accelerative role. Covid-19 forced universities to teach and assess students using online tools and platforms. This has, to some extent, raised concerns on whether this is necessary for the sustainability and resilience of teaching and learning in universities. Although the use of technology, such as Artificial Intelligence (AI) tools, in assessing students presents some challenges, like access and socio-economic conditions of a country like South Africa, it equally presents some benefits such as promoting authentic assessments, which ensures that critically thoughtful and reasoning graduates, who are able to deal with real life scenarios, and problems, are produced. This is premised, among others, on the fact that AI is a useful tool for academics to be able to prepare authentic assessments with minimal time and to achieve module outcomes. Thus, promoting quality teaching and learning by producing critically thoughtful graduates who have meaningful impact in society. Despite the challenges of technological usage in assessments, such as the compromise of student privacy through the use of protracting tools in assessments, there are benefits which have a positive impact on graduate attributes that are relevant in today’s world of work. Hence, the use of technologies must be promoted and carefully managed to balance the pros and cons.