Examining the impact of continuous assessments on students: A South African perspective

This study explores students' experiences with continuous assessment (CA) in South African universities, focusing on assessment fatigue, rote learning, and the effectiveness of assessment design. A systematic literature review was conducted, analysing 30 academic and institutional publications sourced from databases such as Scopus, Google Scholar, and ScienceDirect, covering articles published between 2013 and 2025. Key findings include the widespread prevalence of assessment fatigue, particularly due to poorly designed assessment schedules, overlapping deadlines, and insufficient recovery time. Additionally, the study highlights how misaligned assessments promote rote learning while well-designed assessments foster deeper conceptual understanding. A critical theme also emerged regarding the role of assessment design, where diversified, well-spaced, and feedback-rich assessments effectively mitigate fatigue and improve engagement. Based on these findings, the study recommends strategic changes, including integrated assessment schedules across departments, enhanced educator training on constructive alignment, adoption of authentic assessment formats, and improvements to digital infrastructure and mental health support services. These recommendations aim to create a more equitable and effective continuous assessment framework in South African higher education, promoting both student engagement and learning outcomes. Key Words:Continuous Assessment (CA), Assessment Fatigue, Rote Learning, Student Engagement.