Computer practice module lecturers’ experiences of internal continuous assessment at technical vocational education and training colleges

Abstract

Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at Technical Vocational Education and Training (TVET) colleges. This qualitative case study explored the computer practice module lecturers’ experiences of internal continuous assessment (ICASS) in TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorised into codes and themes emerged using the thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessment methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater for students who missed or scored below-average marks. Moderation and assessment feedback were not considered as critical aspects of the ICASS. The outbreak of the coronavirus (COVID-19) pandemic hindered the successful implementation of the ICASS. It is recommended that the policymakers should insist that the TVET College management specialise in 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 corrective assessment feedback. It is concluded that lecturers should use diverse assessment methods to improve students’ ICASS.

Abafundisi banemibono eyahlukahlukene ngemithelela yokuhlolwa okuqhubekayo kwangaphakathi kubafundi basemakolishi emfundo yezobuchwepheshe nokufunda (TVET). Lolucwaningo lwesigameko oluphathelene nesimo luhlola lokhu abafundisi besifundo sokuzijwayeza ikhompyutha abahlangabezane nakho ekuhlolweni okuqhubekayo kwangaphakathi (ICASS) emakolishi emfundo yezobuchwepheshe nokufunda. Kukhethwe ngenhloso abafundisi abayisithupha kumakolishi emfundo yezobuchwepheshe nokufunda esifundazweni saKwaZulu-Natal. Lolucwaningo luholwe umbono oqondene nokuchachisa, ingqondo kanye no Lwazi oluvela emphakathini (social constructivism). Kusetshenziswe ingxoxo enesakhiwo esiyisigamu kanye nokuhlaziywa kwemiqulu ukuze kutholakale ulwazi. Ulwazi olutholakele lube selushicilelwa, lwahlukaniswa ngokwezigaba nokufinqwa. Kube sekuvela nezindikimba ngokusetshenziswa kwendlela yokuhlaziya ulwazi ngokwezindikimba. Okutholakele kuveza ukuthi kubenzima ukuthi ziphele izinhlelo zezifundo ngenxa yesikhathi esiba sincane, kanti nezindlela zokuhlohlwa zibe nemikhawulo futhi nezidingo zabafundi ezahlukahlukene azibhekelelekanga. Abafundisi bekufanele benze kokungaphezulu kohlelo olunqunyiwe lokuhlohlwa ukuze bezobonelela abafundi abaphuthile noma abathole amamaki angaphansi kwemvama. Ukulinganisela nokubuyiselwa kwezimpendulo kuthathwe njengokungekho semqoka ekuhlolweni okuqubekayo kwangaphakathi. Ukubheduka kobhubhane I-Corona Virus kuye kwaphazamisa ukuqaliswa kokuhlolwa okuqhubekayo kwangaphakathi ngempumelelo. Kululekwa ukuthi abenza iminqubomgomo bagcizelele ukuthi abaphathi bamakolishi emfundo yezobuchwepheshe nokufunda basebenze ngokukhethekile ekuqeqeshweni emsebenzini kwabafundisi ukuze bezothuthukisa ubuchwepheshe babo kanye nokuthuthukiswa kwenqalasizinda nezinsiza kusebenza. Kufanele kube nesikhathi esinqunyelwe ukufundiswa ukuze kuzothuthukiswa ukufunda okunemiphumela kanye nokwengezwa kokufunda kulabo bafundi abangenalo ulwazi noma abanolwazi olulinganiselwe lwekhompyutha baphinde bagqugquzelwe ukuthi balandele imibono ebekwe abafundisi njengempendulo yokuhlola yokulungisa.Isiphetho sithi abafundisi kufanele basebenzise izindlela ezahlukahlukene zokuhlolwa ukuze bezothuthukisa ukuhlolwa okuqhubekayo kwangaphakathi kwabafundi.

Vhagudisi vha magudedzini vha na kuvhonele kwo fhambanaho malugana na milingo ya nga ngomu gudedzini ya maraga dza khasi. Muvhigo uyu wo bvisela khagala tshipirioni tsha vhagudisi kha milingo iyo nga kha thero i vhidzwaho Computer Practice (U guda nga ha Khomphuyutha). Vhagudisi vha rathi vho nangiwa kha magudedzi mararu a KwaZulu-Natal TVET college. Ndivho, kuvhonele, u vhala na mihumbulo zwo vhathu vha pfesesa kana u vhona nga milingo iyi zwo eletshedza u ita muvhigo uno, nga dzi inthaviyuu na manwalo o sengulusiwaho. Mafhungo o kuvhanganyiwaho o vhekenyanyiwa nga dzi khoudu na zwipikwa hu tshi khou shumiswa mulayo u bvidzwaho u pfi thematic data analysis. Mawanwa ndi a uri zwi a konda u fhedza mushumo nga nthani ha tshifhinga tshituku na kufunzele kuno khou shumiswa kwo kaliwaho na hone a kuswikeleli ṱhogea dza vhagudiswa. Vhagudisi vho tea u Shuma u fhirisa zwine vha shumisa zone u itela u thusa vho kundelwaho u phasa kana u nwala milingo iyo. Tsenguluso dza zwa manwalo na ndowetshumo a zwongo dzhielwa ntha sa zwande zwi tshi da kha khasi U phadalala ha tshitshili covid 19 zwo tshinyadza mvelaphanda kha milingo ya dzi khasi. Zwo themendelwa uri vho ramilayo vhatea u ita uri vhurangaphanda ha magudedzi vha nee vhagudiswa ngudo I vha gudisaso mushumo (In service training) na u aluswa ha tshfhato na tshomedzo dzi todeaho u engedza ndivho kha vhagudiswa. Tshifhinga tshi tea u vheiwa nga ndila ine tsha do lingana u engedza pfunzo nga u Uguda u itela uri Hu vhe na u guda ho engedziwaho kha vhagudiswa vha sinaho ndivho nga khomphuyutha kana vhana vho katudzeaho vha dovhe vha tutuwedziwe nga Vhagudisi malugana na kushumele kwavho kha pfunzo dze vha ita. Ho dzhiiwa tsheo ya uri vhagudisi vha shumise maitele o fhambanaho u itela u khwinifhadza maraga dza khasi dza vhagudiswa.