Assessment-Related Challenges Encountered by Supervisors in Evaluating Professional Competence of Post Graduate Diploma in Tertiary Education Students within a State University in the Midlands Province of Zimbabwe2

Shepherd Gama
Department of Educational Policy Studies and Leadership
Midlands State University
ORCID: https://orcid.org/0009-0005-7819-3169
Email: gamas@staff.msu.ac.zw

Abstract: Assessing professional competence among students in the Post Diploma in Teacher Education (PDTE) programme at a state university in Zimbabwe’s Midlands Province presents complex challenges for academic supervisors. The programme targets semi-skilled lecturers seeking formal andragogical qualifications and requires evaluation during teaching practice across diverse institutional settings. Competence in this context encompasses not only subject knowledge but also andragogical effectiveness, classroom management, ethical conduct, reflective practice, curriculum interpretation, and professional dispositions, all of which are context-dependent and difficult to assess consistently. This study explores key challenges faced by supervisors, including inconsistent interpretation of assessment criteria, limited observation time, heavy workloads, non-standardized assessment tools, and variability in placement environments. Supervisors must also balance formative mentorship with summative evaluation, manage subjective bias, and ensure fairness across varied contexts. Additional constraints include limited training in competency-based assessment and weak coordination between the university and host institutions, undermining reliability, validity, and transparency. Using a qualitative approach, data from 15 academic supervisors reveal gaps in current supervisory and assessment practices. The findings highlight the need for clear and standardized assessment rubrics, context-sensitive evaluation frameworks, enhanced supervisor training, and stronger institutional collaboration. The study contributes to discussions on quality assurance and professional standards in teacher education and offers practical recommendations to improve supervision and competence assessment in PDTE programmes aimed at developing semi-skilled lecturers.