Exploring inclusivity of online formative assessments in vocational training centres

Abstract

Vocational training centres (VTCs) in Zimbabwe have embraced blended learning approaches beyond the COVID-19 pandemic. Consequently, formative assessments have been conducted on different e-learning platforms to gauge the students’ preparedness for final examinations and the effectiveness of the online teaching methods being applied by lecturers. Previous research has focused on identifying the e-learning platforms adopted by most universities during the pandemic and on the online learning experiences of students. However, the effectiveness of formative assessment in achieving equity among diverse students has been overlooked. The present research is informed by inclusive pedagogy to assess the inclusivity of formative assessments conducted on different e-learning platforms in the context of gender and rurality. Data was collected from students using semi-structured interviews and focus-group discussions. The results revealed that VTCs in Zimbabwe were not prepared for exclusively online formative assessments. Therefore, the advantages of online formative assessments identified in other studies seem to diminish in value, while disadvantages become more prominent. The dominant aspects that hinder online formative assessment were technical issues, lecturers’ lack of technical skills, and the format of formative assessments being incompatible with online learning. Based on these findings, research implications for universities and researchers are discussed.