Catherine Morena Malebohang, Setho John Mokhets’engoane


During the Covid-19 pandemic, different institutions globally introduced alternative methods such as Online Teaching and Learning (OTL) or home-based learning and testing. Despite the upsurge of Covid-19 and a shift in modality, students’ progress needed to be assessed as it determines how much students have learned. Drawing from critical pedagogy, this paper, therefore, explored the fairness and the authenticity of assessment strategies that were employed by one university in Lesotho during the Covid era. The qualitative case study research design was deployed in order to understand the views of students regarding the topic under investigation. The data were collected through a semi–structured interviews telephonically. Our sample was composed of 8 students (n=8) that were selected based on purpose. Overall, it appears that opinions are divided regarding the fairness and authenticity of assessment strategies used by NUL during the Covid-19 pandemic. While some participants did not express concern about being taught online and assessed offline, others maintained that if they were taught online, they expected to be assessed online in order to maintain fairness and authenticity. Considering these findings and the evidence currently attested by the participants of this study, one of the recommendations is that assessment expectations should be clearly communicated to the students in advance.


Article visualizations:

Hit counter


assessment strategies, higher education, online teaching and learning, Covid-19

Full Text:



Almeida, F., & Monteiro, J. (2021). The Challenges of Assessing and Evaluating the Students at Distance. Journal of Online Higher Education, 5(1), 4-10.

Alsayed, R., & Althaqafi, A. (2022). Online Learning During Covid-19 Pandemic: Benefits and Challenges for EFL Students. International Education Studies, 15(3), 122-129.

Ayanwale, M., Mosia, P. A., & Molefi, R. R. (2023). Reliability Components of Online Teaching and Learning Tools in Lesotho Higher Education Institutions: A Systematic Review. Pertanika J. Sci. & Technol. 31 (1), 595-614. doi:DOI: https://doi.org/10.47836/pjst.31.1.34

B.Ed. Primary Programme. (2021). Faculty of Education. National University of Lesotho

Coordinator's Report. (2020). Faculty of Education, National University of Lesotho

Barkley, E. (2019). Collaborative Learning Techniques: A Handbook for College Faculty. Willey.

Council on Higher Education (2010): Strategic Plan 2010/11-2014/15. Maseru

Dhull, I., & Sakshi, A. (2017). Online learning. International Education & Research Journal, 3(8), 32-34.

Dube, B. (2020). Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2), 135-157. doi: https://doi.org/10.447/remie.2020.5607

Freire, P. (1970). Pedagogy of the Oppressed. New York Seabury Press

Henaku, E. A. (2020). COVID-19: Online learning experience of college students: A case of Ghana. International Journal of Multidisciplinary Sciences and Advanced Technology, 1(2), 54-62. doi: https://doi.org/10.12691/education-9-7-1

Irfan, T. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167.

King, A. (2016). From Sage on the Stage to Guide on the Side. College Teaching, 64(1), 14-19.

Lefoka, P. (2020). The Prevalence of and Factors Contributing to Assessment Malpractice at the National University of Lesotho. Humanities and Social Science Research, 3(3), 10-20.

Makafane, D., & Chere-Masupha, J. (2021). COVID-19 crisis: Challenges of online learning in one University in Lesotho. African Perspectives of Research in Teaching & Learning, 5(1), 1-13.

Makumane, M. (2021). Students’ perceptions on the use of LMS at a Lesotho University amidst the Covid-19 Pandemic. African Identities, 2021(1),, 1-18. doi: https://doi.org/10.1080/14725843.2021.1898930

Mashinini, V. (2019). Restructuring at the National University of Lesotho: Prospects and Challenges. International Journal of Education and Research, 7(9), 67-80.

Mashinini, V. (2020). COVID-19 and National University of Lesotho: Experiences and Challenges. International Journal of Education and Research, 8(9), 157-180.

Mokenela, P. (2016): “The National University of Lesotho in the 21st Century Education: A CaseStudy of the Institute of Extra-Mural Studies”. In National University of Lesotho (2016): Proceedings of the conference on From Pius XXII to National University of Lesotho - 70 Years of Contribution to Development, Education, Research and Political Activism, 1945-2015. Roma. 29th- 30th October.: 91-99.

Mokhets'engoane, S.J, & Malunguja, G. (2021). Assessment of the Perception of India's International Students on Online Provision of Education: Challenges and Opportunities. Corona Pandemic: Exploring Its Multifarious Dimensions (pp. 267-277). New Dehli: New Academic Publishers.

Mokhets'engoane, S.J, & Pallai, P. (2023). Effective Teaching in the 21st Century: Investigating Barriers and Solutions from One University in Assam, India. American Journal of Arts and Human Science (AJAHS), 2(1), 19-25. DOI: https://doi.org/10.54536/ajahs.v2i1.1390

Mphatsi, L. (2017): “Technology-enhanced Learning through Sakai (Thuto) at the National University of Lesotho”. 2017 IST-AFRICA Week Conference (IST-AFRICA). Windhoek. Pp1-8.Doi: 1023919/ISTAFRICA2017.81023814 retrieved on 5/6/2020

Mpungose, C. B. (2020). Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications, 7(1), 1-9. doi: https://doi.org/10.1057/S41599-020-00603-X

Nkhi, S. K., Mofana, M., & Moqasa, N. (2023). Lecturers' perceptions of blended teaching in the Post COVID-19 Era: A case study of a University in Lesotho. Interdisciplinary Journal of Education Research, 5, 1-13. https://doi.org/10.38140/ijer-2023.vol5.01

National University of Lesotho (2015): Strategic Plan 2015-2020. NUL. Roma

Nyabanyaba, T. (2015). Improving the Quality of Education Among Rural Learners through the Use of Open and Flexible Approaches in Lesotho's Secondary Schools. Journal of Higher Education in Africa, 13(2), 111-131.

Oketch-Oboth, J. W. (2021). Online learning challenges, stress experience and coping strategies among university students during the lockdown due to COVID-19 pandemic international practice. Journal of Pedagogy, Andragogy and Heutagogy in Academic, 2(1), 15-27.

Tlali, T., & Jacobs, L. (2015). Teaching and Assessment Practices at the National University of Lesotho: Some Critical Comments. Bulgarian Comparative Education Society, 229-235

Yin, R. (2018). Case Study Research and Applications: Design and Methods (6th Ed ed.). Sage.

Zhen, M., Bender, D., & Lyon, C. (2021). Online Learning During Covid-19 Produced Equivalent or Better Student Couse Performance as Compared with Pre-Pandemic: Empirical Evidence from School-wide Comparative Study. BMC Medical Education, 21.

DOI: http://dx.doi.org/10.46827/ejoe.v8i3.4970


  • There are currently no refbacks.

Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).