dc.contributor.author |
Vandeyar, Saloshna
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dc.contributor.author |
Killen, Roy
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dc.date.accessioned |
2007-05-07T08:11:46Z |
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dc.date.available |
2007-05-07T08:11:46Z |
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dc.date.issued |
2007-02 |
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dc.description.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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dc.format.extent |
406272 bytes |
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dc.format.mimetype |
application/pdf |
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dc.identifier.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] |
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dc.identifier.issn |
0256-0100 |
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dc.identifier.uri |
http://hdl.handle.net/2263/2323 |
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dc.language.iso |
en |
en |
dc.publisher |
Education Association of South Africa |
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dc.rights |
Education Association of South Africa |
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dc.subject |
Education policies |
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dc.subject |
Primary education |
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dc.subject |
Teaching |
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dc.subject |
Assessment practices |
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dc.subject |
Classroom practices |
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dc.subject |
Teachers |
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dc.subject |
South Africa |
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dc.subject.lcsh |
Competency-based education |
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dc.subject.lcsh |
Post-apartheid era -- South Africa |
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dc.title |
Educators' conceptions and practice of classroom assessment |
en |
dc.type |
Article |
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