Understanding Quality Assessment In Schoolbased Assessment In The History Fet Phase: Towards Theory Of Pedagogic Devices

Abstract

This study investigated quality assurance in assessment, focusing on History FET
grade 10–12 School-Based Assessment (SBA) practices. The purpose of this study
was to examine the degree to which quality is assured when planning and
administering SBA in the history FET phase grade 10- 12. The study took place
in three schools in the Sekhukhune South district of Limpopo province. The
reason for choosing these schools was the identified information gap and socioeconomic issues that existed within the rural schools in the Sekhukhune district.
The research design used in the study was interpretivist, and it was qualitative in
nature to investigate how quality is assured in school-based assessment in the
history subject FET phase (grades 10–12). The key findings of the study are that
quality assurance measures and adherence are equated to the process of
moderation of SBA's. One finding that emerged was the challenge experienced by
teachers, which is a lack of autonomy in assessment practices. This is reflected in
the promotion and use of past common assessments as a measure to assure quality
in pedagogical episodes. Considering the findings, the study recommends the
development of quality assurance mechanisms specific to the history subject that
will alleviate the skills gap in assessment (SBA) and lead to an effective
implementation of the curriculum.