Developing and validating a vocational classroom-based assessment questionnaire for the vocational food and nutrition teachers

Abstract

Food and Nutrition (FN) as a vocational subject has been taught in schools for a prolonged time to prepare learners for the practical world. Despite teaching FN in schools, teachers have been challenged with classroom-based assessment (CBA) in this subject and this has been found to affect learners’ academic performance. Teachers struggle to align their assessment practices to standards and lack tools that can help measure their own assessment in their classrooms for improvement and communicating their need for support. This study therefore developed the Vocational FN CBA questionnaire that teachers will use in their classrooms to measure and improve their assessment. The study adopted Yusop’s Classroom Assessment Practices (CAP) in Technical and Vocational Education and Training (TVET) as the conceptual framework. The CAP in TVET is a multipartite structure that was built from findings of literature reviews of various studies. The framework identified variables useful in developing vocational skills and linked them with CBA components. The variables in the CAP in TVET framework were important in guiding the development of the Vocational FN CBA questionnaire. The current study employed an exploratory sequential mixed methods design. The qualitative phase was exploratory and used for developing the questionnaire. The quantitative phase was used for validation of the developed instrument. Qualitative data was collected using individual in-depth interview, cognitive interviews and focus group interview (FGI) evaluation with FN teachers in Botswana secondary schools who were purposively selected. The questionnaire items were developed with help from panel members, revised and pre tested. Thereafter, the results were analysed and adapted, and the final survey was administered and evaluated using the Rasch Measurement Model (RMM). The findings of the study revealed gaps that exist between teachers’ knowledge and CBA practices. Teachers uncovered main characteristics of the FN CBA that helped in developing the questionnaire. The scale validation evaluated the reliability and validity of the FN CBA questionnaire. The questionnaire is a tool that will be useful in vocational teaching, learning settings as well as be modified and further validated to suit the broader educational community. The feedback from the questionnaire can help teachers and educators improve their assessment practices and consequently learners’ skills acquisition.