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.
