Educators' conceptions and practice of classroom assessment
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Date
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.
Description
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]