- Title
- An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study
- Creator
- Marongwe, Anesu Desmond
- Subject
- Mathematics -- Study and teaching (Secondary) -- Namibia
- Date Issued
- 2013
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1385
- Identifier
- http://hdl.handle.net/10962/d1001513
- Description
- The purpose of this study was to gain insight into observed discrepancies between continuous assessment and final examination average marks in Grade 10 Mathematics in the Oshikoto region of Namibia. The study is framed as a case study and is grounded within the interpretive paradigm. A mixed methods approach was applied, eliciting both quantitative as well as qualitative data. The study took place in two phases. In Phase 1, continuous assessment and Grade 10 final examination average marks for 62 Junior Secondary Schools for the period 2008-2010 were gathered and analyzed. Schools were characterized in terms of the relationship between their continuous assessment and final examination average marks for each of the three years. Phase 2, which was informed by Phase 1, took the form of structured interviews with a sample of three Mathematics teachers and three principals along with a focus-group interview of twelve teachers in order to investigate more deeply the perceptions of teachers and principals toward assessment policy and practice. The study shows that Grade 10 assessment practice in Namibian schools is far from ideal. Many teachers are not fully conversant with the various continuous assessment components as outlined by policy, and teachers are not confident about setting appropriate continuous assessment tasks. There is a strong perception that continuous assessment marks can easily be inflated and those teachers who gave high continuous assessment marks to their learners were generally perceived as being either incompetent or dishonest. While continuous assessment was seen as an important component of teaching and learning, it is evident that teachers and principals would welcome greater clarity, along with standardization and moderation, with respect to continuous assessment practice.
- Format
- 96 leaves
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Marongwe, Anesu Desmond
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