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.
