Computer Practice Module Lecturers' Experiences of Internal Continuous Assessment at Technical Vocational Education and Training Colleges

Autor/inn/en	Atukunda, Jackline; Maja, Margaret Malewaneng
Titel	Computer Practice Module Lecturers' Experiences of Internal Continuous Assessment at Technical Vocational Education and Training Colleges
Quelle	In: International Journal of Educational Methodology, 8 (2022) 1, S.151-162 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maja, Margaret Malewaneng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Foreign Countries; Vocational Schools; College Faculty; College Students; Vocational Education; Barriers; Faculty Development; Feedback (Response); Student Evaluation; Evaluation Methods; Teacher Qualifications; Teaching Conditions; Attendance; Time; Resources; Teacher Responsibility; Computer Science Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Fakultät; Collegestudent; Ausbildung; Berufsbildung; Schulnote; Studentische Bewertung; Lehrqualifikation; Lehrbedingungen; Unterrichtsbedingungen; Anwesenheit; Zeit; Betriebsmittel; Hilfsmittel; Lehrverpflichtung; Computer science lessons; Informatikunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at tertiary vocational education and training (TVET) colleges. This qualitative multiple case study explored computer practice module lecturer's experience of internal continuous assessment (ICASS) in three KwaZulu-Natal TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, constructivist theory entailing cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorized into codes and themes emerged using thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessments methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater students who missed or scored below average marks. Moderation and assessment feedback were not considered as a critical aspect in the ICASS. Coronavirus disease (COVID-19) crisis hindered the successful implementation of the ICASS. It is recommended that the policy makers should insist TVET college managements to offer specialized in-service training for lecturers' professional development and upgrade the infrastructure and equipment. Time should be set for teaching activities to enhance effective learning so that extra lectures can be offered to students with limited or no previous computer knowledge and encourage them to follow the comments by lecturers as a corrective assessment feedback. It is concluded that lecturers should use diverse assessment methods to improve students' ICASS. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01