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Examining Assessment Tools and Procedures for Work-Based Learning in Pandemic Times

Examining Assessment Tools and Procedures for Work-Based Learning in Pandemic Times
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Author(s): Jerald Hondonga (New Era College, Botswana), Tawanda Chinengundu (University of Pretoria, South Africa) and Phyllis Kudzai Maphosa (Gaborone University College of Law and Professional Studies, Botswana)
Copyright: 2022
Pages: 17
Source title: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design
Source Author(s)/Editor(s): Sunil Ramlall (Concordia University Wisconsin, USA), Ted Cross (Western Governors University, USA) and Michelle Love (Western Governors University, USA)
DOI: 10.4018/978-1-7998-8275-6.ch013

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Abstract

The COVID-19 pandemic disrupted the continuity to technical and vocational education and training (TVET) training activities and assessment thereby affecting and/or threatening the completions dates for many learners. Several institutions must revisit their assessment methods and tools for work-based learning during such pandemics. This study investigated the innovative assessment methods adopted by private TVET institutions to assess work-based learning during the pandemic. A quantitative research design was used to gather data using online questionnaires. Online questionnaires were used to effect social distancing and getting instant feedback. Purposive sampling was used to select research participants amongst TVET lecturers and attachment coordinators in private TVET colleges. Descriptive statistics were used to present research results using quantitative analysis and descriptions for clarifications. Findings indicated that assessment of practical skills virtually remains a challenge, and most of the institutions kept on using their old ways of assessing.

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