This article examines the extent to which outcomes-based education, Curriculum 2005 and the Revised National Curriculum Statement provide guidelines for assessment that are consistent with principles of high-quality assessment. It illustrates that important principles such as reliability, validity and fairness are embodied in these curriculum frameworks, but that the
principles are not always made explicit. It is claimed that this shortcoming is one of the reasons that concerns about why, how and when to assess learners have been evident in much of the debate surrounding recent South African curriculum reform.
The paper argues that if teachers understand the fundamental principles of high-quality assessment, then they will have little difficulty in adapting their assessment practices to the broad guidelines provided by OBE or to the specific guidelines provided by Curriculum 2005, the revised National Curriculum Statement or any future curriculum framework. The paper uses examples from case studies to suggest that when teachers ignore sound assessment practices,
assessment becomes a meaningless activity divorced from learning.
Mucavele, Simao(University of Pretoria, 2009-04-28)
The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and to gain clarity about the process with a view to formulating pertinent ...
Thulo, Antoinette Mabatho(University of Pretoria, 2007-02-06)
Democratic principles and values in South Africa and technological innovations influence the design of educational programmes provided by higher education institutions. The diagnostic radiography programme at the Medunsa ...
Nkwana, Simon Mangwato(University of Pretoria, 2011-05-10)
The main purpose of this study was to investigate the responses of educators and school management team members on a Curriculum Delivery Intervention Programme (CDIP) in a township school. The study also examined the factors ...