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Enhancing examination integrity through constructivist and reflective practices: a case study of the science faculty at a commonwealth university

Winston Elibox & Karim Khan

Quality Assurance in Education2025https://doi.org/10.1108/qae-10-2024-0226article
AJG 1
Weight
0.41

What the paper says

Purpose This study aims to introduce a comprehensive internal framework designed to ensure the integrity of courses, programs, and assessments within the science faculty of a university. Design/methodology/approach This study utilized a case study methodology, using semi-structured interviews, document analysis and observations. Data from structured departmental and faculty meetings, student consultations, benchmarking reports and feedback loops informed the development and evaluation of the framework. Findings The framework’s implementation has resulted in student satisfaction exceeding 90%, reflecting positive feedback on the quality, diversity and fairness of assessments and teaching practices. Lecturer satisfaction exceeds 75%, driven by autonomy, professional development and adoption of reflective teaching strategies. Errors in assessments have decreased by 95%, highlighting the effectiveness of the standardized checklist and rigorous review processes. The faculty, along with its Examination Quality Assurance Committee, fosters a culture of shared governance for maintaining academic integrity and improving assessments. Program alignment with international standards has facilitated global partnerships. In addition, the framework reduces logistical inefficiencies and reliance on external examiners. Originality/value This study introduces an innovative internally structured framework as a viable alternative to the external examiner system, offering a replicable model for broader adoption.

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https://doi.org/https://doi.org/10.1108/qae-10-2024-0226

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@article{winston2025,
  title        = {{Enhancing examination integrity through constructivist and reflective practices: a case study of the science faculty at a commonwealth university}},
  author       = {Winston Elibox & Karim Khan},
  journal      = {Quality Assurance in Education},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.1108/qae-10-2024-0226},
}

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Evidence weight

0.41

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.25 × 0.4 = 0.10
M · momentum0.55 × 0.15 = 0.08
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.