Essay Assessment Practices Among Humanities and Social Sciences lecturers at two selected Universities in Zimbabwe.

Abstract

This study, grounded in Constructivist Theory and the Education 5.0 framework, examined the alignment of essay assessment practices among 52 lecturers, representing approximately 30% of the total faculty in the DoHSS at two Zimbabwean universities. In the context of Zimbabwe’s, HE reforms aimed at fostering innovation, entrepreneurship, and critical thinking, significant gaps persisted in the application of contemporary assessment methods. The research addressed these gaps by exploring how current practices aligned with constructivist principles and the objectives of Education 5.0, which seeks to enhance the outcomes of HE and prepare graduates for the demands of a rapidly evolving socio-economic landscape. A mixed-methods approach was employed in the study, combining quantitative and qualitative data. Quantitative data were analyzed using descriptive statistics and inferential, while qualitative insights were derived from thematic analysis of semi-structured interviews with a subset of 15 lecturers. This integration provided an opportunity to investigate and evaluate essay assessment practices and the challenges related to the alignment of assessment practices with the principles of Constructivist and Education 5.0 framework. The findings revealed that while lecturers acknowledged the importance of constructivist principles, such as student-centered learning and active engagement, their assessment practices remained predominantly traditional, relying heavily on rote memorization, in addition lecturers experienced challenges in aligning their assessment practices with constructivism and education 5.0 framework. Key challenges revealed in the study included insufficient training in modern assessment techniques, inadequate access to resources, and institutional policies favoring conventional evaluation methods. In response, the study recommended developing targeted professional development workshops focused on practical applications of constructivist assessment techniques, alongside institutional policy reforms to support the implementation of diverse assessment methods. Ethical considerations, including informed consent and confidentiality, were strictly adhered to throughout the research process. The study suggested that future research should investigate the long-term effects of these professional development initiatives on lecturer practices and student learning outcomes, as well as explore student perspectives on assessment methods. Ultimately, by enhancing the alignment of assessment practices with contemporary educational goals, this research contributed valuable insights into improving higher education in Zimbabwe, fostering a more effective and equitable learning environment that better prepares students for the complexities of the 21st century.