A phenomenological case study of a lecturer's understanding of himself as an assessor

Abstract

Based on the findings of research conducted as part of a doctoral study aimed at obtaining an understanding of what it means to be an assessor in higher education, this paper outlines the experience of an individual lecturer at a South African university and describes the meaning he makes of his practice as an assessor within the context of a changing understanding of the nature and purpose of higher education. Making a case for personal agency and innovation as critical qualities in the assessment endeavour, the researcher suggests that, in contrast to a view of education increasingly focused on standardization, accountability and outcomes, student assessment is essentially a human encounter in which the humanity and emotions of both lecturer and student need to be acknowledged.