Setting standards and primary school teachers' experiences of the process

Show simple item record Scherman, Vanessa Zimmerman, Lisa Howie, Sarah J. Bosker, Roel 2014-06-05T12:08:05Z 2014-06-05T12:08:05Z 2014-03
dc.description.abstract In South Africa, very few standard-setting exercises are carried out in education and, if they are, teachers are not involved in their execution. As a result, there is no clear understanding of what the standard is and how it was arrived at. This situation is compounded when teachers are held accountable when learners do not meet the prescribed standards. The aim of this paper is to explore how teachers experienced a standard-setting process and if any reflection on teaching and learning practices took place. The research question addressed is: How was the SAMP standard-setting exercise experienced by teachers? Standard setting is an important component in monitoring systems whether national or school-based monitoring systems. The South African Monitoring system for Primary Schools (SAMP) is a school-based monitoring system. The Grade 1 SAMP assessment is administered in English, Afrikaans and Sepedi. As part of SAMP, a standard-setting exercise was undertaken for the Grade 1 assessment to better inform the dissemination of performance results to schools. As part of a bigger research project, a participatory qualitative approach was followed in which 27 participants were asked to partake in a modified Interactive Qualitative Analysis (IQA) process. Several themes were identified by the teachers, namely reflections on practice; emotions before and during the standard setting workshop; benefits of working in a group; and improvements in the process. In this article, these themes are explored and their relevance for standard setting within school contexts discussed. en_US
dc.description.librarian am2014 en_US
dc.description.librarian gv2014
dc.description.sponsorship Tthe National Research Foundation (NRF) and the South Africa Netherlands Research Programme on Alternatives in Development (SANPAD). en_US
dc.description.uri en_US
dc.identifier.citation Scherman, V, Zimmerman, L, Howie, SJ & Bosker, R 2014, 'Setting standards and primary school teachers' experiences of the process', Perspectives in Education, vol. 32, no. 1, pp. 92-104. en_US
dc.identifier.issn 0081-2463
dc.language.iso en en_US
dc.publisher Faculty of Education, University of the Free State (since April 2010) For older articles: Faculty of Education, University of Pretoria en_US
dc.rights © 2014 University of the Free State en_US
dc.subject Standard setting en_US
dc.subject Monitoring en_US
dc.subject Professional development en_US
dc.subject Standard-setting approaches en_US
dc.subject.lcsh Elementary school teachers -- South Africa en
dc.title Setting standards and primary school teachers' experiences of the process en_US
dc.type Article en_US

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