Investigating the implementation of assessment policy at technical vocational education and training (Tvet) colleges in the Free State

Abstract

It appears necessary to implement the assessment policy, which is an important component of the South African vocational education and training (VET) system, in to improve teaching and learning in our Technical and Vocational Education and Training (TVET) system. The implementation of the assessment policy in our TVET sector must be evaluated regularly. The main aim of the study was to investigate the implementation of assessment policies at TVET colleges in the Free State. To collect data, the researcher used a mixed-methods approach, employing both qualitative and quantitative methodologies. The study used a literature review and qualitative and quantitative methods such as semi-structured interviews, questionnaires, and purposive sampling to investigate. The study's sample included twenty-two (22) senior lecturers and eleven (11) heads of departments (HODs) from three (3) TVET colleges in the Free State. The quantitative responses were analysed statistically by the employed professional statistical analyst, who created the frequency table. For the qualitative data, the researcher recorded, transcribed, and analysed semi-structured interviews. According to the findings of the study, the majority of senior lecturers and HODs agreed that the implementation of the assessment in the TVET college was necessary. Furthermore, they agreed that they would receive internal continuous assessment (ICASS) training at the start of each year. The study discovered that colleges made a reasonable effort to implement the assessment policy. According to the findings of the study, the majority of HODs believe that all stakeholders must adhere to the assessment policy to the best of their abilities and that the moderation tasks must be completed following the policy to ensure that the tasks are fair, credible, and authentic. Furthermore, they all agreed that the assessment policy serves as a guideline for best assessment.