As part of its 2021–2027 Strategic Plan, the Commonwealth of Learning (COL) is supporting regional and national partners to strengthen open and distance learning (ODL) through evidence-based policies and quality assurance frameworks. In this context, authentic assessment practices are gaining prominence as effective tools for evaluating learner performance in flexible learning environments. These practices are particularly relevant in addressing challenges that emerged during the Covid-19 pandemic, including concerns about academic integrity in online assessments and the evolving role of generative artificial intelligence.
To build capacity in this area, COL, in collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL) at the National Open University of Nigeria (NOUN), convened 36 delegates from higher education institutions in Cameroon, The Gambia, Ghana, Nigeria, and Sierra Leone. The workshop facilitated regional exchange on emerging trends, institutional experiences, and strategies for implementing authentic assessment in ODL systems.
Professor Olufemi Peters, Vice-Chancellor of NOUN, represented by Professor Isaac Butswat, Deputy Vice-Chancellor (Administration), underlined the importance of establishing rigorous and valid assessment processes to better prepare learners for the future of work. Professor Christine Ofulue, Director of RETRIDOL, outlined the workshop’s objectives, which included building foundational knowledge of authentic assessment principles in ODL. She underscored the need to shift from assessment of learning to assessment for learning, highlighting the value of fostering critical thinking and problem-solving skills.
The programme included expert-led sessions on the design and application of authentic assessments, the development of evaluation rubrics, and the integration of assessment strategies within institutional frameworks. Participants engaged in practical exercises and collaborative planning sessions aimed at contextualising these practices within their respective systems.
The workshop concluded with the drafting of a flexible regional framework for authentic assessment in ODL. This marks a significant step toward improving the quality and relevance of learner assessment and fostering real-world competencies across the West African sub-region.
Professor Jane-Frances Agbu, Advisor, Higher Education at COL, emphasised that COL’s pathway for change ensures that regional engagements are catalysts for follow-up activities at national and institutional levels, ultimately leading to structured frameworks with measurable impacts.
