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 socio-economic issues that existed within the rural schools in the Sekhukhune district. This gap is reflected in how teachers implemented assessments from a deficit position using their resources, knowledge, and understanding, resulting in various SBAs.
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 investigation responded to the question, ‘How do teachers in the history subject ensure quality in school-based assessment practices in the FET phase grades 10–12? It explored current quality assurance practices in the history subject and the mechanisms employed. These included principles that inform the teaching of history, the promotion of historical knowledge as stipulated in the Curriculum and Assessment Policy Statement (CAPS), the South African Qualification Authority (SAQA), and other relevant assessment quality assurance policy documents. The theoretical lens through which the study was presented is that of Bernstein’s (1975) theory of pedagogic devices (PD). This theory distinguishes between the knowledge relayed as the message and the underlying pedagogical device that structures, organizes, and distributes that content.
The research was conducted using purposive sampling, wherein participants were purposefully selected according to their knowledge and experience of history teaching and SBA in the FET phase and as rich information cases. Nine History FET teachers were chosen: two teachers and one head of department (DH) per school. The selected teachers are those who taught across the grades from 10 to 12. The study employed
xiii
semi-structured interviews using open-ended questions, observations, and document analysis as methods of data collection. Document analysis was used to validate the data that was collected through semi-structured interviews and observations. Thematic analysis, which resulted in the emergence of twelve themes, which were combined and reduced to four themes, was used as an analytical tool. The four final themes that emerged in this study are the following: teachers understanding of quality assessment in SBA practices; pedagogical practices towards quality assurance in the history SBA FET phase; quality assurance and maintenance in the history subject; and implementation of quality SBA in the history FET phase.
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.
Keywords: school-based assessment; quality assurance; assessment policy; curriculum and assessment policy; history; further education and training