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March 28, 2026The International Journal of Assessment and EvaluationOpen Access

Validating a Questionnaire for Vocational Teachers to Monitor Classroom-Based Assessment Practices

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Authors

MSMpho SetlalekgosiCCCeleste Combrinck

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Overview

Exploratory study validates a questionnaire assessing classroom-based assessment in vocational education, suggesting improvements for teachers.

Key Points

  • The study aims to develop and validate a questionnaire that monitors classroom-based assessment practices among vocational teachers.
  • Utilized an exploratory sequential mixed-methods approach for instrument development.
  • Conducted qualitative research to inform the design of the questionnaire items.
  • Administered the questionnaire to 101 vocational teachers in Botswana.
  • Analyzed the results using the Rasch Measurement Model.
  • The questionnaire exhibited sufficient internal reliability and validity.
  • Demonstrated unidimensionality with significant correlations among constructs.
  • All but one item met the model fit criteria.

Cite This Study

Setlalekgosi et al. (2026) studied this question.

synapsesocial.com/papers/69c771b18bbfbc51511e1ac2https://doi.org/10.18848/2327-7920/cgp/a177
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Also Consider

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  2. 2Teachers’ Competence in The Educational Assessment of Students in A Competence Based Education in Amhara Region, Ethiopia: The Case of TVET Teachers and Assessors2024 · 1 citations
  3. 3Validation of an instrument to evaluate inclusive education according to vocational training students2025
  4. 4Exploring Pedagogical and Digital Practices in Vocational Education and Training: Comparing Teacher and Student Perspectives2024 · 3 citations
  5. 5Empowering Teachers for Inclusive and Community-Based Education: Validation of the QVA-I Questionnaire2026