THEME: QUALITY ASSESSMENT IN AN ERA OF EDUCATIONAL REFORMS 13TH SOUTHERN AFRICAN ASSOCIATION FOR EDUCATIONAL ASSESSMENT(SAAEA) CONFERENCE THEME: QUALITY ASSESSMENT IN AN ERA OF EDUCATIONAL REFORMS Sub theme 1: Using learner performance for accountability purposes; implications for teaching and awarding decisions

Topic: Assessment of Teaching Practice for Diploma in Primary Education Programme through a portfolio. Presenters: B.G. Nchabe B.B. Rapoo B. Setabo

Presentation layout Introduction and background Research Methodology Findings Conclusion Recommendations

Introduction and background This Position paper is based on the view that portfolio building in a teacher programme is a universal form of assessment (Cengizhan,2012) Teaching practice is inevitable for student-Teacher's professional training programme. Portfolio Building is a Basic professional requirement that all student have to go through. Alternative form of assessment

What Teaching Practice is An opportunity for preparing pre-service teachers in readiness for the world of work. A period that a student teacher spends at schools as part of his or her training under the supervision of lecturers and teachers It is an exercise that determines the quality of experience for the aspiring teacher.

What Teaching portfolio is A purposeful collection of selective significant samples of students work A collection of work produced by a teacher. A structured collection of documents

Why the portfolio? An alternative form of assessment which appears to be more effective. Assessing teaching practice through portfolio will enhance professionalism of a student teacher. Technique of self assessment by the student teacher. Provides a means for reflection on the methods of teaching used by the student teacher. It offers the opportunity for critiquing one's work.

Why the portfolio continued Helps in evaluating the effectiveness of lessons taught. Tracks one’s development and achievements in the delivery of a lesson. Encourages students to become active participants. Acts as a valid, tangible source of evidence that he/she can easily make reference to.

Research Methodology Analysis of both local and international literature Analysis of document used during teaching practice. Review processes employed during the period of teaching practice . 

Teaching Practice materials -scheme books, manila and stationary Findings The current exercise of Teaching practice in our colleges of education has proved to have a lot of challenges. They are : Personnel Lecturers, drivers, quality assurers and teachers from the cooperating schools. Transportation of the assessors. It is compelling that a lot of vehicles are pooled from CTO for the purposes of transporting officers during Teaching practice. Teaching Practice materials -scheme books, manila and stationary

Findings continued Lack of consistency There is no consistency of grading by lecturers and teachers and even amongst lecturers themselves. The grades for teachers are always higher than those of lecturers though using the same instrument. Use of portfolio for Diploma in Primary Education by distance mode One of the positive findings is that use of portfolio for diploma in primary education by distance mode has proved to be a success. This has been witnessed during the upgrading of PTC teachers through distance mode.

Findings continued Funds Academic Year Year 2 Year 3 Total 2014/15 On yearly basis the exercise drains the college votes so much that other activities of the college suffer. Funds used in teaching practice for the past 5 years Academic Year Year 2 Year 3 Total 2014/15 P463,005.80 P59,763.65 P522,768.80 2015/16 P296,332.85 P63,133.20 P359,466.05 2016/17 P686,400.00 P165,000.00 P851,400.00 2017/18 P477,012.00 P158,772.00 P635,784.00 2018/19 P664,554.00 P137,134.00 P801,688.00 Totals P2 587 304.65 P583 802.85 P3 171 106.85

Conclusions Based on the findings, portfolio based assessment will be cheaper than the current mode of assessment of TP Portfolio building provides an opportunity for learners to monitor their own professional growth. It enable learners to see possibilities for reflection, redirection, confirmation and appreciation for their own learning efforts. When student teachers reflect on their own learning they are able to use high-level cognitive skills such as critical and creative thinking, problem-solving, decision-making, as well as the ability to tap into affective areas and articulate thoughts and feelings.(Cain, et. al,2005)

Recommendations Introduce teaching portfolio for assessment and grading teaching practice in the colleges of education. There is need for colleges of teacher education to adopt and adapt and also implement Module 7 that was used for DPE by distance mode.

Recommendations continued Colleges of teacher education need to meet and design a module that would guide the compilation and grading (marking rubric) of the teaching portfolio. There is need to train teacher trainers on the assessing and grading of the teaching portfolio. Colleges need to pilot portfolio building in a few schools before a full rollout.

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