‘I just do as expected’. Teachers’ implementation of continuous assessment and challenges to curriculum literacy
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Date
Authors
Nsibande, Rejoice N.
Modiba, Maropeng M.
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
The paper reports on a study that clarifies the nature and scope of the challenges
experienced by primary school teachers in Swaziland when using Continuous
Assessment (CA) as a tool to improve teaching and learning. Through the use of
classroom observations and stimulated recall interviews, we sought to understand the
significance of the choices they made to meet the requirements of the prescribed
lesson objectives. Their accounts for the assessment exercises they used reflect their
understanding of the content they had to teach, the discipline from which it was drawn
and intentions of CA programme. In conclusion, we provide cues that may be useful
to further these teachers’ curriculum literacy.
Description
Keywords
Curriculum literacy, Continuous assessment (CA), Social studies education
Sustainable Development Goals
Citation
Rejoice N. Nsibande & Maropeng M. Modiba (2011): ‘I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy, Research Papers in Education, DOI:10.1080/02671522.2011.560961