Synchronising the Vocational Subjects Pedagogy with their Assessment Approaches: A Case of the Ordinary Level Agriculture in Masvingo Urban Schools

Abstract

Vocationalising the Zimbabwean schools’ curriculum, especially making Agriculture compulsory, was, among other things, meant to make non-college bound Ordinary Level graduates leave school with some skills. Attention should, therefore, be paid to the assessment process of that curriculum so that it is suitable for these graduatesin order to measures what matters. With special reference to Ordinary Level Agriculture, this paper explored the suitability of the assessment approaches used vis-à-vis its pedagogy and curriculum goals. The research was a case study of two purposively selected schools in Masvingo urban area. Interviews and document analysis were used to collect data about the nature, content and assessment approachesused to facilitate skills acquisition in Agriculture. The study found out that, due to shortage of resources and unsuitable learning environments, the assessment procedures used are rather theoretical and summative.This contradicts the subjects’ pedagogy and aims which demand authentic assessment. The formative assessment done by the subject teachers is insignificant as it contributes very little to the learners’ final grades. The assessment procedures are quite challenging thereby not catering for all, as they exclude learners with special needs. The study recommends that teachers be trained to use assessment approaches that suit their unique situations and that the assessment is done regularly in order to check on the learners’ progress. It is also recommended that the continuous assessment by the teachers should contribute more to the final grades and certification so that the learners are encouraged to actively participate in the learning process thereby facilitating the acquisition of skills.