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Ashwin, P., Boud, D., Coate, K., Hallet, F., Krause, K.-L., Leibowits, B., Maclaren, I., Mcarthur, J., Mccune, V., Tooher, M., & Keane, E. (2015). Reflective Teaching in Higher Education. Bloomsbury Academic.

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• TITLE: A Reflection on Constructively Aligned Remote Assessment for Quality Learning beyond COVID-19 Pandemic: A Case of University of Namibia

  AUTHORS: Kashinauua Faustina Neshila, Lukas Matati Josua, Sadrag Panduleni Shihomeka

  KEYWORDS: Remote Assessment, COVID-19, Constructive Alignment, Critical Reflection, Constructive Feedback, Academic Dishonesty

  JOURNAL NAME: Creative Education, Vol.13 No.12, December 8, 2022

  ABSTRACT: Purpose: To take a critical reflection on quality assessment used beyond remote teaching, learning and assessment at the University of Namibia. Objectives: 1) To encourage assessment tasks that promote critical thinking beyond remote learning period. 2) To promote constructively aligned assessment that enhances quality student learning. 3) To fulfill various purposes of assessmentin higher education setting. Method: The paper adopted Donald Schön’sReflection-in-Action as method to critique constructive aligned assessment forquality learning beyond COVID-19 era. Findings:The main findings revealed that for quality post-remote assessment to take place it should bealigned to curriculum, teaching and learning activities. Quality assessmentpromotes student lifelong learning and the assessment criteria should be explicit. Conclusion:The paper concluded that assessment is the heart of education and should be well understood by both lecturers and students. Effort should be made to ensure that culture does not constraint quality remote assessment. Recommendations: It is recommended that the university should organize capacity building training for lecturers in the ever-changing assessment practice. Finally, it is recommended that attention should be placed on demystifying remote assessment which enhances teaching and lifelong learning.