Abstract:
Various factors are cited for general unsatisfactory performance in school
mathematics in South Africa. Learners usually achieve better outcomes when they are assessed through assessments that are developed within the school than through the assessments developed externally. A case in point in terms of external assessment is the unacceptably low levels of performance of South Africa’s learners in Trends in Mathematics and Science Study (TIMSS) and/or the now defunct Annual National Assessment (ANA) contrasted with their performance in school-based examinations. The discrepancy brings to question the ‘quality’ of school-based summative assessment.
The aim of this study was to investigate the extent of alignment between Grade 9
mathematics school-based summative assessments and the prescripts of the
Curriculum and Assessment Policy Statement (CAPS). To achieve this, an
interpretivist qualitative case study was undertaken involving three mathematics
summative examination from schools in Limpopo provice. I used Mathematics
Knowledge for Teaching (MKT) framework and the CAPS taxonomy of cognitive levels as the theoretical lenses to analyse mathematics examinations. Qualitative data were collected through document analysis and the questions were analysed using a rubric of cognitive levels and content areas.
Findings revealed that Grade 9 school-based mathematics examinations from the
three schools are not aligned with CAPS. Thus, revealing the educators' lack of
comprehension of CAPS and deficiency in MKT. Considering the aforementioned
information, recommendations for future research and practice were made. This study could afford teachers, policymakers and researchers a different angle through which to appreciate the low levels of performance among Grade 9 learners.
