Reassessing the 50/50 Assessment Policy at the Central University of Technology, South Africa: Implications for academic standards and quality assurance

Koketso Botlholo ORCID iD 

Issue: Vol. 7 No.6  2026 Article 8 pp. 1518 – 1536
DOI: https://doi.org/10.38159/ehass.2026768 Published online 14th July 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The 50/50 assessment weighting policy, dividing final module marks equally between Continuous Assessment (CASS) and final examinations, has become a dominant approach across South African universities of technology (UoTs). Originally designed to promote continuous learning and engagement throughout the academic term, the policy sought to balance formative and summative evaluations. However, emerging evidence and experiences suggest that this well-intentioned system may inadvertently undermine academic integrity and the credibility of qualifications. This paper critically examined the implications of the 50/50 model at Central University of Technology (CUT). It explored how strong CASS performance can mask poor summative achievement, resulting in students passing modules despite failing the exam. Such outcomes raise concerns about grade inflation, compromised assessment validity, and the erosion of academic rigor in UoTs whose mandate includes producing technically competent and workplace-ready graduates. Through a critical review of policy documents, assessment literature, and CUT’s internal moderation reports, this paper argued that the 50/50 system prioritizes procedural fairness over academic merit and may not accurately measure student mastery of learning outcomes. The analysis employs theoretical insights from assessment validity, constructivist learning theory, and accountability frameworks to demonstrate how current practices inadvertently reward surface learning and strategic compliance rather than genuine competence. The paper concludes by recommending a differentiated weighting model that emphasizes demonstrated mastery in final assessments while retaining the developmental value of CASS. Ultimately, reforming the 50/50 policy is essential to uphold academic standards, protect institutional credibility, and ensure the integrity of graduate competencies within South Africa’s higher education sector.

Keywords: Assessment Policy, Continuous Assessment, Academic Standards, Universities of Technology, South Africa.

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Dr. Koketso Botlholo holds a Doctor of Philosophy (PhD) in African Languages from the University of the Free State. He is a lecturer in the Department of Language and Social Sciences Education at the Central University of Technology, South Africa. he is currently pursuing a Postgraduate Diploma in Higher Education at the Central University of Technology and a second PhD in Language Education at the University of the Free State. His research interests include language education, African languages, multilingualism, literacy development, teacher education, culturally responsive pedagogy, and language policy in education. His scholarly work focuses on promoting effective language teaching and learning in multilingual and culturally diverse educational contexts.

Botlholo, Koketso. “Reassessing the 50/50 Assessment Policy at the Central University of Technology, South Africa: Implications for academic standards and quality assurance,” E-Journal of Humanities, Arts and Social Sciences 7, no.6 (2026): 1518 – 1536. https://doi.org/10.38159/ehass.2026768

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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