In relation to support the majority of lecturers feel that the support for student teacher on the programme is inefficient failing the programme (and having to complete in distance mode) is not effective The items related to the above all score 3 or below. Time is a major issue in the programme (work overload) and there is need when reviewing the programme to look for ways to make the programme more ‘time’ friendly. Portfolio Assessment The views of the 12 DoE lecturers related to the portfolio assessment mode and process indicate that the lecturer consider the portfolio assessment system to be (average scores 4.1 to 4.8) the most appropriate for OBE encouraging self directed learning and reflective practice motivating valid fair in demonstrating the progress towards the achievement of theLOs transparent to student-teachers Diagram 5 illustrates the agreement rating on the statements in the questionnaire on the 1 to 5 agreement scale. Diagram 5: Portfolio assessment mode and process as perceived by DoE lecturers The majority consider the portfolio assessment mode more time consuming than other more traditional ways of assessment of learning. About one third of the lecturers doubt whether the assessment is facilitator independent and can ensure authentic of the work produced by learners. The above responses are amplified in the responses to the open questions in this section of the questionnaire. The motivating aspect, quality assurance (IV/ EV) process and the learner centred nature of portfolio assessment are mentioned as the strength of this form of assessment. As weaknesses are mentioned that portfolio assessment is time consuming, brings in issues related to authenticity of the documents placed in the portfolio (plagiarism) by the student-teachers, and for it to function w needs lecturers very familiar with OBE and its assessment. To combat the weaknesses it is suggested that more, well trained teacher trainer, familiar with OBE should be employed and staff development workshops should be facilitated for new staff not familiar with OBE portfolio assessment.
In relation to support the majority of lecturers feel that the support for student teacher on the programme is inefficient failing the programme (and having to complete in distance mode) is not effective The items related to the above all score 3 or below. Time is a major issue in the programme (work overload) and there is need when reviewing the programme to look for ways to make the programme more ‘time’ friendly. Portfolio Assessment The views of the 12 DoE lecturers related to the portfolio assessment mode and process indicate that the lecturer consider the portfolio assessment system to be (average scores 4.1 to 4.8) the most appropriate for OBE encouraging self directed learning and reflective practice motivating valid fair in demonstrating the progress towards the achievement of theLOs transparent to student-teachers Diagram 5 illustrates the agreement rating on the statements in the questionnaire on the 1 to 5 agreement scale. Diagram 5: Portfolio assessment mode and process as perceived by DoE lecturers The majority consider the portfolio assessment mode more time consuming than other more traditional ways of assessment of learning. About one third of the lecturers doubt whether the assessment is facilitator independent and can ensure authentic of the work produced by learners. The above responses are amplified in the responses to the open questions in this section of the questionnaire. The motivating aspect, quality assurance (IV/ EV) process and the learner centred nature of portfolio assessment are mentioned as the strength of this form of assessment. As weaknesses are mentioned that portfolio assessment is time consuming, brings in issues related to authenticity of the documents placed in the portfolio (plagiarism) by the student-teachers, and for it to function w needs lecturers very familiar with OBE and its assessment. To combat the weaknesses it is suggested that more, well trained teacher trainer, familiar with OBE should be employed and staff development workshops should be facilitated for new staff not familiar with OBE portfolio assessment.
FINAL%20Nov%2024%20The%20Diploma%20in%20Technical%20and%20Vocational%20Education.docx