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.