Exploring the effectiveness of formative assessment in technical vocational education in Khomas region, Namibia

Abstract

This study explores into the efficacy of formative assessment within technical vocational education, specifically in the Khomas Region. With an increasing emphasis on skill development and practical knowledge acquisition, formative assessment plays a pivotal role in shaping learning outcomes and refining instructional strategies. This research explores the impact of formative assessment practices on students’ engagement, comprehension, and skill acquisition in technical vocational education settings. The Cognitive Design System (CDS) and the Evidence Centered Design (ECD) framework served as an analytical lens for analysing the data collected from questionnaires and semi-structured interviews. Pragmatism research paradigm was used in this research. The study utilized a mixed-methods strategy, collecting data through questionnaires and semi-structured interviews. Data were collected from twenty trainees and five trainers using purposive sampling. The study used descriptive statistics to analyze quantitative data and thematic analysis to analyze qualitative data. The findings reveal that the participants understood and implemented formative assessment in the teaching and learning process. Furthermore, the findings indicate there is a need for professional development of trainers for them to be able to implement the formative assessment framework effectively. The study recommends that trainers attend professional development sessions, workshops, and collaborative learning communities to acquire the necessary knowledge, skills, and resources to implement effective formative assessment practices in their classrooms. The study also recommends longitudinal inquiries exploring the evolution of trainers’ perceptions of assessment and their impact on students' academic progress to offer important insights regarding the efficacy of various assessment strategies and their ramifications for student learning and attainment.