Educators' conceptions and practice of classroom assessment

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Authors

Vandeyar, Saloshna
Killen, Roy

Journal Title

Journal ISSN

Volume Title

Publisher

Education Association of South Africa

Abstract

The changes in post-apartheid South Africa have been accompanied by considerable changes in the education system. The most noticable include desegregation of schools, development of a National Qualifications Framework, adoption of new language policies for education, and introduction of outcomes-based curricula. However entrenched assessment practices appear to be hampering the efforts to transform school education. An analysis of the assessment practices of three Grade 4 educators in multilingual classrooms revealed that the educators were unable or unwilling to adapt their assessment practices to the changing demands of South African school education.

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Keywords

Education policies, Primary education, Teaching, Assessment practices, Classroom practices, Teachers, South Africa

Sustainable Development Goals

Citation

Vandeyar, S & Killen, R 2007, ‘Educators' conceptions and practice of classroom assessment in post-apartheid South Africa', South African Journal of Education, vol. 27, issue 1, pp. 101-115. [http://www.journals.co.za/ej/ejour_educat.html]