Inclusive Assessment Practices in Vocational Education

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  • Title: Inclusive Assessment Practices in Vocational Education: A Case of a Technical Vocational Education and Training College
  • Author(s): Patience Kelebogile Nkalane
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Diversity in Organizations, Communities & Nations
  • Journal Title: The International Journal of Diversity in Education
  • Keywords: Continuous Assessment, Diversity, Inclusive Assessment, Technical Vocational Education and Training
  • Volume: 17
  • Issue: 4
  • Year: 2018
  • ISSN: 2327-0020 (Print)
  • ISSN: 2327-2163 (Online)
  • DOI: https://doi.org/10.18848/2327-0020/CGP/v17i04/39-50
  • Citation: Nkalane, Patience Kelebogile. 2018. "Inclusive Assessment Practices in Vocational Education: A Case of a Technical Vocational Education and Training College." The International Journal of Diversity in Education 17 (4): 39-50. doi:10.18848/2327-0020/CGP/v17i04/39-50.
  • Extent: 12 pages

Abstract

Technical Vocational Education and Training (TVET) colleges in South Africa have introduced continuous assessment in their vocational education and training processes. College lecturers encounter a number of challenges in implementing internal continuous assessment practices that are inclusive and address the different needs of students. The colleges attract students from diverse academic, social, and cultural backgrounds who require vocational education skills that enable them to participate in the job market. This article seeks to investigate the measures of inclusive assessment practices that are considered to include and create opportunities for all students of TVET colleges in South Africa. A qualitative research approach for the case study design was employed, and ten lecturers from four campuses were purposively sampled. Data was collected through semi-structured interviews. Findings revealed that students register in the colleges to gain vocational skills; however, the assessment practices designed by lecturers do not reflect student diversity. Some recommendations were formulated to include students with learning difficulties in the planning of continuous assessment.