The purpose of this article is to examine the influence of assessment methods on student’s learning at a higher education institution in South Africa. This study used a quantitative method to analyse the data. Structured questionnaires were distributed to 50 assessors at a South African university of technology in different faculties. Findings reveal that the traditional pen-paper assessment method was the mostly commonly used method to assess students. Findings further reveal that other assessment methods are used in different faculties besides the pen and paper test. The limitations and implications of the study were explored.

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