Exploring the alignment between the practical assessment studies and selected secondary aims

Abstract

This study explored the alignment between practical assessments and the selected aims of secondary education. The aim of this research was to investigate the extent to which practical assessment in secondary education align with the desired educational goals, such as promoting critical thinking, fostering problem-solving skills, and cultivating real-world application of knowledge. Moreover, this study employed qualitative approach, where a case study was utilised to gather information from three high schools along with research designs that involved semi- structured interview and observations. Data was collected through document analysis of assessment material and interviews designed were used to collect information from nine (9) teachers. This study was underpinned by constructive alignment theory as a theoretical framework, and interpretivism paradigm was used. The findings entailed that teachers‟ understand practical assessment as putting theory into practice for learners to acquire skills and be able to apply gained knowledge in life situations. Nonetheless, teachers compromise use of practical assessment in teaching of Development- studies because of lack of teaching materials and lack of knowledge and skills. However, through teachers‟ responses, practical assessment can be seen as a way of giving the subject a place in the Curriculum and Assessment Policy framework because of its practical nature. It is recommended that there should be education for Development-studies teachers through workshops whereby they will be equipped with knowledge and skill. Again, there shoulbe enough teaching materials for teaching of Development-studies as well as creating enough time slots in the time-table for the subject. The research contributes to the existing literature on assessment practices by shedding light on the effectiveness and relevance of practical assessment in supporting the intended educational outcomes. Following this, the implications of the findings can inform curriculum development, instructional practices, and assessment strategies to enhance the alignment between practical assessment and the desired aims of secondary education. Ultimately, this study seeks to promote more meaningful and purposeful assessment practices that effectively contribute to learners‟ holistic development and preparedness for real- world challenges.