Abstract:
This study examined the reliability and equity of assessors of subject delivery competences as perceived by pre-service
teachers The participants were 310 final year student teachers from a college in Zimbabwe They responded to a survey on
their perceptions of assessor reliability and fairness of appraisal across the school curriculum The assessors were college
lecturers, classroom mentors, teachers-in-charge, and school heads (principals) Data were analysed using descriptive
statistics, the Mann-Whitney U-test, and the Wald-Wolfowitz Runs Results indicated a bias by assessors towards math and
language lessons compared to the social and environmental science subjects Therefore, reliability and equity were nested
within assessor categories Specifically, college lecturers were more likely to assess for subject delivery competencies in
subjects for examination by the national examination council compared to school personnel/assessors.
