CHAPTER 4: PRESENTATION AND DISCUSSION OF FINDINGS
5.5 Implications of the study
As this study was aimed at examining the perspectives of HoDs in conducting moderation of school-based assessment in Tourism, the study has implications for policy, practice and research. The reality is that each school need strong and principled curriculum leader (HoDs) to drive assessment and moderation to ensure quality assurance of outcomes. This requires that HoDs managing the subjects, such as Tourism should have a clear understanding of their role in conducting school-based assessment. The evidence suggests that in order to assure the quality of school-based assessment, attention should be paid to capacity development of HoDs as they are mainly responsible for subject moderation at a high school level. Continuous mentorship through in-service training in the form of team moderation and in- house workshops for HoDs could contribute to upgrading their skills, and introduce them to effective ways of moderating school-based assessment and the PAT in Tourism. Furthermore, the Department of Basic Education should devise standards for moderators, especially HoDs, to adhere to, when moderating school-based assessment and the PAT in Tourism.
It is necessary that HoDs are suitable qualified and properly trained to perform their task in a manner that will ensure high quality assessment that are fair and reliable. The HoD must be trained on a continuous basis and all moderators must have successfully completed and accredited course, specifically designed for the moderation of school-based assessment. Workload distribution of the HoDs appears to be high, which results in inadequate time to perform all duties outlined for the position. The Department of Basic Education ought to reconsider this teaching time allocated to the post of a HoD.
Future research related to the topic can focus on the possibility of effective involvement of subject advisors in empowering HoDs and enhancing moderation of school-based assessment at school level, particularly in Tourism, where there is usually one teacher per school. Given the universal nature of the teaching, learning, assessment and moderation of Tourism, it is likely that the problems associated with it in the schools in the district that was the location for this study, would be experienced elsewhere across the country. The study therefore serves as a basis for similar research in different contexts, so as to make its findings
96 more generalizable. Further research on school-based assessment moderation in Tourism could provide a broader sample and comparisons of different school contexts.
5.6 Summary
The study’s findings suggest that, firstly, the HoDs that participated were largely not effective in conducting moderation of school-based assessment in Tourism. This indicates that there is insufficient quality assurance in the moderation of Tourism school-based assessment conducted by the HoDs in the schools that participated in this study. HoDs failed to enact their role in conducting moderation of school-based assessment for a number of reasons that can be attributed to a range of professional and administrative contextual and input factors. These were attributed first to professional factors, such as training and induction of HoDs in moderation processes, and in conducting moderation of school-based assessment, in particular where the HoDs lacked content knowledge to conduct school-based assessment moderation in Tourism. Second, administrative factors pertain, such as high workload, inadequate time, balancing curriculum management, and general administrative roles of a HoD. These findings suggest that moderation of school-based assessment in the participating schools occurs with no constructive engagement of HoDs, with a view to improving teaching and learning. For instance, their conduct of moderation revealed a lack of deep insight into the essence of moderation. They generally appended their signatures without examining the quality of question items they were tasked to assess. This raises serious concerns about broader HoD competence in the management of curriculum delivery in schools.
97
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106
APPENDIX A: ETHICAL CLEARANCE LETTER
107
APPENDIX B: DEPARTMENT OF EDUCATION
108
APPENDIX C: PRINCIPAL LETTER
70 Riddel Road Kloofpark Ladysmith, 3370 2016-06-01 THE PRINCIPAL Dear Mr/Ms
REQUEST FOR PERMISSION TO CONDUCT RESEARCH
I am a registered Masters student in the Department of Education School of Social Sciences at the University of KwaZulu Natal (Edgewood Campus). My supervisor is Dr Z.H.W. Dube- Xaba. The proposed topic of my research is the role of HOD’s in conducting SBA moderation in Tourism. The objective of the study are:
a) To explore the perspectives of HOD’S on their role in conducting SBA moderation in Tourism?
b) To find out how HOD’s enact their role as SBA moderators in Tourism?
I am hereby seeking your consent to conduct research. To assist you in reaching a decision I have attached to this letter
a) A copy of an ethical clearance certificate issued by the University. b) A copy of research instruments which I intend using in my research.
Should you require any further information, please do not hesitate to contact me or my supervisor. Our details are as follows
Z.H.W. Dube- Xaba 0723479030 [email protected]
M. P. Makae 0826898048 [email protected]
Upon completion of the study I undertake to provide you with a bound copy of the dissertation.
Your permission to conduct the study will be greatly appreciated. Yours sincerely
_______________ Makae, M.P.
109 PRINCIPAL DECLARATION
I ……….., principal of ………..do not/allow Ms Makae to conduct her research in our school.
Principal’s name:
Principal’s signature:
110
APPENDIX D: PARTICIPANTS LETTER AND CONSENT
FORM
70 RIDDEL ROAD KLOOFPARK LADYSMITH 3370 Dear Mr/ MsParticipant invitation to consider participation in the study
I am Malehlonono Precious Makae and I am conducting a study as part of my research as a masters student at the University of KwaZulu- Natal. Permission for the study has been given by the Department of Education I have purposefully identified you as a possible participant because of your valuable experience and expertise related to my research topic.
I would like to provide you with more information about this project and what your involvement would entail if you should agree to take part. The importance of this study in education is substantial and well documented. In this interview I would like to have your views and opinions on the topic. This information can be used to improve the culture of teaching and learning as well as moderation in schools.
Your participation in this study is voluntary . It will involve interview of approximately one hour in length to take place in a mutually agreed upon location at a time convenient to you. You may decline to answer any of the interview questions if you so wish. Furthermore you may decide to withdraw from this study at any time without any negative consequences. With your kind permission, the interview will be audio- recorded to facilitate collection of accurate information and later transcribed for analysis. Shortly after the transcription has been completed. I will send a copy of a transcript to give you an opportunity to confirm the accuracy of our conversation and to add or to clarify any point. All information you provide is considered completely confidential. Your name will not appear in your publication resulting from this