Abstract:
Summative assessment qualifies the achievement of a student in a particular field of
specialization at a given time. Questions should include a range of cognitive levels from
Bloom’s taxonomy and be consistent with the learning outcomes of the module in question.
Furthermore, a holistic approach to assessment, such as the application of the principles of
the Herrmann Whole Brain Model, needs to be used to accommodate learning style
diversity. The purpose of this study was to analyse, assess and compare the summative
assessment of two third year level modules in the Bachelor of Science degree programme,
namely Biochemistry and Zoology as part of action research with a view to enhancing the
professional development of the lecturers involved. The questions posed in summative
assessments were classified in terms of Bloom’s differentiation of cognitive levels and the
four different learning styles determined by Herrmann. Spearman’s non-parametric
analysis indicated that no correlation existed in this study between cognitive level and
student performance based on achievement. In addition, there was not much difference
between the cognitive levels and student performance between the two disciplines.
Although the students seemed to do better at application level questions, the authors need
to reflect on whether the assessments were valid with respect to the learning outcomes,
methods of facilitating learning, and the assessments based on cognitive levels and
learning style preferences. We conclude that continuous action research must be taken to
improve the formulation of learning outcomes and students’ achievement of these outcomes and quality of student learning – the main aim being the successful completion of the
modules.
