Validating a questionnaire for vocational teachers to monitor classroom-based assessment practices

Abstract

The challenge of a mismatch between school-based vocational education (VE) and practical work skills exists. Classroom-based assessment (CBA) is one of the tools that play a fundamental role in addressing this gap. However, teachers are confronted with reporting their CBA activities and challenges that can influence evidence-based decision-making. Measuring teachers’ CBA practices and challenges is pivotal for their improvement. With limited tools developed to monitor and evaluate CBA practices and challenges, teachers cannot thoroughly communicate and make improvements. The study developed a CBA questionnaire for teachers to evaluate and improve their CBA practices. The exploratory sequential mixed-methods approach was used to develop and refine items. The qualitative phase guided the instrument design and helped to obtain the needed quantitative data to validate the instrument. A total of 101 vocational teachers in Botswana answered the questionnaire, and the results were analyzed using the Rasch Measurement Model (RMM). Overall, there is sufficient evidence from validation that the developed questionnaire is internally reliable and valid. There was evidence of unidimensionality, with large and significant correlations of constructs as theoretically required. All items of the questionnaire met the model fit except one item. The instrument is suitable for evaluating teachers’ CBA practices and challenges. The study contributes a tool for teachers, lecturers, and educational managers to use in VE, especially in developing contexts. The questionnaire could stimulate more research and support for enhanced CBA. Teachers’ responses to the questionnaire can inform interventions and supportive actions that improve CBA.