Assessment Strategies Used by Lecturers in Report 191 Engineering Vocational Subjects at TVET Colleges.

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Bibliographic Details
Title:	Assessment Strategies Used by Lecturers in Report 191 Engineering Vocational Subjects at TVET Colleges.
Authors:	Mabunda, Nduvazi, Makgato, Moses, Hondonga, Jerald
Source:	International Journal of Vocational Education & Training. Summer2026, Vol. 31 Issue 1, p72-97. 26p.
Subject Terms:	Transformative learning, Engineering technology education, Technical institutes, Summative tests, Formative evaluation, Evaluation methodology, *College teachers, Lecturers
Abstract:	The Technical and Vocational Education and Training (TVET) sector has the mandate to apply different assessment strategies to students' progress and achievement. The purpose of this study was to investigate the way lecturers applied assessment strategies in Report 191 Engineering vocational subjects at TVET colleges. The study was qualitative in nature and used semi-structured interviews coupled with observations to collect data. Only Report 191 engineering lecturers were selected to participate in the study, including one Senior Lecturer and Head of Department. Ten (n=10) lecturers, one (n=1) senior lecturer and one (n=1) Head of Department (HoD) were recruited for the data collection process. Purposive sampling was adopted for this study. Content analysis was followed and concluded with classifying the content based on the themes. While lecturers focused on examining students, the Senior Lecturer and Head of the Department engaged in facilitating moderation of assessment. The Transformative Learning Theory guided this study. The application of Transformative Learning Theory emphasises change, new ways of doing things, and additional, detailed assessment techniques. The study found that lecturers encounter some challenges in terms of the implementation of well-coordinated assessments, and there are assessment discrepancies which emerge during the setting of question papers. Lecturers encounter challenges in applying standardisation documents when setting assessment tasks. Although there is an acknowledgement of the existence of formative and summative assessments, lecturers are expected to apply them following policies and assessment guides. Some of the assessment challenges emanated from incorrect interpretation of the syllabi and lack of understanding that a syllabus is the source of assessment strategies. Lecturer development training is required on aspects of designing effective assessment tasks to help students obtain effective progress. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The Technical and Vocational Education and Training (TVET) sector has the mandate to apply different assessment strategies to students' progress and achievement. The purpose of this study was to investigate the way lecturers applied assessment strategies in Report 191 Engineering vocational subjects at TVET colleges. The study was qualitative in nature and used semi-structured interviews coupled with observations to collect data. Only Report 191 engineering lecturers were selected to participate in the study, including one Senior Lecturer and Head of Department. Ten (n=10) lecturers, one (n=1) senior lecturer and one (n=1) Head of Department (HoD) were recruited for the data collection process. Purposive sampling was adopted for this study. Content analysis was followed and concluded with classifying the content based on the themes. While lecturers focused on examining students, the Senior Lecturer and Head of the Department engaged in facilitating moderation of assessment. The Transformative Learning Theory guided this study. The application of Transformative Learning Theory emphasises change, new ways of doing things, and additional, detailed assessment techniques. The study found that lecturers encounter some challenges in terms of the implementation of well-coordinated assessments, and there are assessment discrepancies which emerge during the setting of question papers. Lecturers encounter challenges in applying standardisation documents when setting assessment tasks. Although there is an acknowledgement of the existence of formative and summative assessments, lecturers are expected to apply them following policies and assessment guides. Some of the assessment challenges emanated from incorrect interpretation of the syllabi and lack of understanding that a syllabus is the source of assessment strategies. Lecturer development training is required on aspects of designing effective assessment tasks to help students obtain effective progress. [ABSTRACT FROM AUTHOR]
ISSN:	10752455