INTERVIEW DATA EXPLICATION
5.9 Distance learning assessment
5.9.2 Strategies for coping with written assignments
Participants also revealed irregularities in written assignment mark allocation by tutors in DL. A deputy head from earlier intakes that had unimpeded completion of the programme said, ―The tutor would give people a general mark -- that was discouraging‖ (DT6B:417). A school head from earlier intakes that also had unimpeded completion of the programme complained about the lack of authenticity of some marks awarded to assignments by some tutors in DL. He said,
Some tutors were not thorough , and gave a mark , let‘s say 90%-- yet the stuff which is there is not worthy 90%-- I didn‘t like it--I wanted the tutors to be honest. If I got 30%-- I will work hard to say next time--I must get 60%-- , a genuine mark rather than a mark which pleases me (DT6ZV:418).
A senior teacher from later intakes that was still on the programme added another dimension of inconsistence in mark allocation by tutors. She said, ―You wonder what actually happens--as group members, the other students --excel and some actually fail-- but the ideas will be the same‖ (DT6C:418).
A school head from earlier intakes that had completed the programme revealed an oversight by DL tutors during the marking of written assignments. He said, ―One challenge is the temptation to get someone‘s assignment and copy it‖
(DT6ZV:420).The problem of adults that copy other learners‘ assignments was confirmed by a head of department that delayed completion and was still on the programme. She said, ―I don‘t hide that students -- get other students‘ assignments and write‖ (DT6P:416).
Some students copied other students‘ assignments.
Just like in other learning activities, participants relied on study groups to help one another to develop answers for written assignments. A senior teacher form later intakes that was still on the programme said that, ―You get together as a group, you map out the way forward as far as the assignment is concerned‖ (DT6C:418).
In situations where the assignment question was beyond their comprehension, participants hired private tutors who guided in developing the answers for the assignments. A female deputy school head from later intakes that delayed but completed the programme said, ―We could ask Mr Madzimure to help us. We could give him our topics‖ (DT5E:414).This was supported by a senior teacher that was still on the programme as she said, “-we hire and pay private tutors—so that we pass – assignments‖ (DT3C:396).
Another strategy used by participants to cope with written assignments was reading literature borrowed from previous students of the B.Ed. programme. They also read library books from other educational institutions like universities and colleges. A head of department that delayed completion and was still on the programme said, ―I could source-- texts from other students who had gone through the programme or visit local authority libraries (DT3P:397). A school head from earlier intakes that had unimpeded completion of the programme also said, ―I used books- modules and information from UNISA-- that helped me‖ (DT3ZV:398).
In addition to other sources, participants in management positions benefited from what they experienced at their work places. Students that were school heads, their deputies and education officers relied a lot on practical knowledge in preparation of some answers to questions on written assignments. A rural school head that had completed the programme confirmed that, ―-because the programme was
educational, we had to use much of what we experienced as school heads‖
(DT3BV:396).
Some students used an unorthodox strategy for coping with written assignments.
Participants revealed that some adult learners survived through cheating as they copied assignments from other students. A deputy school head from earlier intakes that had unimpeded completion of the programme confirmed what some two participants had mentioned. He said, ―I see a number of cases where most students tend to borrow assignments from others and work on it and improve it‖ (DT6B:415).
My participants were all professionally qualified teachers. Most of them were occupying positions of special responsibility. Hence, I asked them for suggestions to improve assessment through written assignments in DL. They suggested that markers of assignments should give clear instructive comments. In other words, markers should highlight the strengths and weaknesses of the students in the assignments.
They should also provide guidance to learners in order to improve the subsequent assignments basing on comments given in previous ones. For instance, a female head of department from earlier intakes that had unimpeded completion of the programme said, assignment markers should ―-specify what is satisfactory. If I get a 60-- inform me why I did not get an 80‖ (DT6R:420).
A senior teacher from later intakes that was still on the programme indicated that fairness in the marking of assignments should be assured by moderation of marked assignments. She said, ―one marker marks and then there is a moderator, so that there is fairness‖ (DT6C:420). Participants also suggested that tutors need to treat adult learners with patience. They suggested that tutors should make encouraging remarks on written assignments. That gives adults hope and boosts their self-esteem.
A school head from earlier intakes that had unimpeded completion of the programme confirmed this view as he said,
I remember a colleague of mine getting 10 out of 100 and was almost dismissed as a useless student. But, when we met with him and gave him encouragement, he became one of our best students (DT6BV:417).