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Direct observation of procedural skills (DOPS) has of late been used to assess and supervise medical students and personnel on work-based learning but its reliability and efficacy in the Zimbabwean STEM teacher training is still uncertain. Researchers were concerned that institutions of higher learning in Zimbabwe were conducting traditional physical in-contact assessment of educators on practicum whilst there are online assessment technologies being employed in the health sector. Pursuant to this, researchers resorted to test the reliability and efficacy of using DOPS in assessing Physics and Computer Science teachers on work-based learning. An ethnographic study was employed in which content analysis was advanced to explore how DOPS can best be imported into the classroom. Findings unearthed that it is possible to assess most STEM teachers using DOPS since most teachers have access to internet to which WhatsApp video call, Zoom or Google Meet can be used to directly observe the teacher conducting a real lesson with students. Researchers concluded that it is reliable to use DOPS to assess most STEM teachers on work-based learning in Zimbabwe although limitations of the quality of the recording instrument and intermittent network have been raised.

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Reliability and Efficacy of Direct Observation of Practical Skills in Assessing STEM Teachers on Work-Based Learning: An Ethnographic Study from One Institution of Higher Learning in Zimbabwe

  • 会议论文

  • 发表日期：

    2025年

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  • Persuade Nyandoro,
  • Delight Mucheni,
  • Anselem Madzudzo

摘要

Direct observation of procedural skills (DOPS) has of late been used to assess and supervise medical students and personnel on work-based learning but its reliability and efficacy in the Zimbabwean STEM teacher training is still uncertain. Researchers were concerned that institutions of higher learning in Zimbabwe were conducting traditional physical in-contact assessment of educators on practicum whilst there are online assessment technologies being employed in the health sector. Pursuant to this, researchers resorted to test the reliability and efficacy of using DOPS in assessing Physics and Computer Science teachers on work-based learning. An ethnographic study was employed in which content analysis was advanced to explore how DOPS can best be imported into the classroom. Findings unearthed that it is possible to assess most STEM teachers using DOPS since most teachers have access to internet to which WhatsApp video call, Zoom or Google Meet can be used to directly observe the teacher conducting a real lesson with students. Researchers concluded that it is reliable to use DOPS to assess most STEM teachers on work-based learning in Zimbabwe although limitations of the quality of the recording instrument and intermittent network have been raised.