- Title
- Exploring Teacher Assessment Practices in The General Education and Training Level in Junior Secondary Schools in Mthatha Education District
- Creator
- Xolile, Stwebile
- Date Issued
- 2014
- Date
- 2014
- Type
- Masters theses
- Type
- text
- Identifier
- http://hdl.handle.net/11260/2933
- Identifier
- vital:43116
- Description
- This dissertation is a report of the study that was conducted in rural and urban periphery schools of Mthatha City within Mthatha Education District in the Eastern Cape, a province of South Africa. The study explored teacher-assessment practices in two selected junior secondary schools. The utmost purpose was to determine the nature of teacher-assessment practices in these junior secondary schools. This study involved mainly a quantitative research design and later supplemented by qualitative research design. The target population was made up of 63 teachers from both schools. Sampling entailed simple random sampling for quantitative approach and purposeful sampling for qualitative. Instrumentation involved questionnaires and focus group interviews to gather data for these two different research paradigms used. The data was analysed by means of SPSS for quantitative and thematically for qualitative. The results of this study from both instruments were crystallized, and indicated that teachers were grappling with difficulty in strategies and procedures of assessment due to an ever changing curriculum and overload of work. The main findings were: assessment based on content knowledge of learners, negative impact of teacher re-deployment on assessment, stress accumulated by various challenges such as overload of work and frequent curriculum changes as well as lack of data organisation and gathering. The recommendations were: workshops and training programmes on assessment to be provided to teachers; teachers should use various information sources for conducting assessment; more teachers need to be recruited for understaffing and overloading problems as well as pragmatic assessment strategies should be used for learners assessment. Teachers should be included in matters of curriculum changes and be exposed to in-service training.
- Description
- Thesis (MMED) -- Faculty of Educational Sciences, 2014
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (117 pages)
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Educational Sciences
- Language
- English
- Rights
- Walter Sisulu University
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Stwebele.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |