Aluko, Folake RuthOmidire, Margaret Funke2021-08-182020Folake Ruth Aluko & Margaret Funke Omidire (2020): A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy, Africa Education Review, 17(5): 76-94, DOI: 10.1080/18146627.2021.1920842.1814-6627 (print)1753-5921 (online)10.1080/18146627.2021.1920842http://hdl.handle.net/2263/81361Higher education in emerging economies has taken advantage of several technology affordances for student assessment in the digital era. However, the use of educational technology remains an area of concern in this context because of unequal technology terrain. This issue is more difficult in distance education, where students live in and work in remote areas. Although distance education providers in emerging economies have started to adopt alternative student assessment strategies, their contexts often force them to continue using conventional assessment methods. Against this backdrop, through a pragmatic mode of inquiry, the authors describe a five-phase study in which they identified the student assessment elements in national quality criteria that are rooted in international standards. These elements were benchmarked against the practices at a higher institution, highlighting good practices and inherent challenges. The findings are discussed in light of the transactional distance theory (TDT), with possible implications for assessment in a digital era. Further research areas are highlighted.en© Unisa Press 2021. This is an electronic version of an article published in Africa Education Review, vol. 17, no. 5, pp. 76-94, 2020, doi: 10.1080/18146627.2021.1920842. Africa Education Review is available online at : http://www.tandfonline.comloi/raer20.Transactional distance theory (TDT)Student assessmentQuality criteriaHigher educationDistance educationPostprint Article