Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools

Abstract

Learner assessment is vital for measuring their academic success. While the development of textbooks and social sciences content has progressed significantly, this qualitative study rooted in the interpretivist paradigm focuses on how teachers from two public primary schools in the Overberg district Western Cape apply the Curriculum and Assessment Policy Statement in teaching social sciences at the Intermediate Phase and Entry-Level Senior Phase. Although teachers assess their learners, the rigour of their assessment practices varies. The study addresses the literature gap concerning what constitutes fair, valid, and reliable curriculum and assessment practices. Grounded in the Integrated Course Design theory, 10 participants were purposively selected, and data collection methods included semi-structured interviews followed by thematic data analysis. The study argues that government policies and strategies often present challenges for teachers to deliver the social sciences curriculum effectively. The study found that when one teacher’s assessments are significantly easier than another’s, learners’ grades may not accurately reflect their skills, understanding of content knowledge, or ability to apply knowledge. It is further unclear how social sciences teachers’ assessment practices are legitimately measured or compared for compliance. This ambiguity undermines the very ‘raison d’être’ of assessments to ensure accountability and consistency in evaluating learner performance. The study contends that such ambiguity and uncertainty in evaluation methods contradict the fundamental goal of education: fairness. The study recommends the need for ongoing professional teacher development so that teachers may identify, establish and implement effective, consistent, fair, credible, and dependable curriculum and assessment practices in South African public primary schools.