Vandeyar, SaloshnaKillen, Roy2007-05-072007-05-072007-02Vandeyar, 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]0256-0100http://hdl.handle.net/2263/2323The 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.406272 bytesapplication/pdfenEducation Association of South AfricaEducation policiesPrimary educationTeachingAssessment practicesClassroom practicesTeachersSouth AfricaCompetency-based educationPost-apartheid era -- South AfricaArticle