About this paper

Appears in:
Page: 1355 (abstract only)
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

CLASSROOM ASSESSMENT IN SOUTH AFRICAN SCHOOLS: REVIEW OF TEACHER PERCEPTIONS, BELIEFS AND PRACTICES

M. Molefe1, A. Kanjee2

1Human Sciences Research Council (SOUTH AFRICA)
2Tshwane University of Technology (SOUTH AFRICA)
A national study on teacher classroom assessment perceptions, beliefs and practices was conducted, in collaboration with the Department of Education, as part of a programme to implement an effective assessment system for improving learning in South African schools. The purpose of the study was to determine how assessment was understood and applied in South African primary schools serving learners from different socioeconomic backgrounds.

The data was obtained from a national sample of primary schools using questionnaires as well as interviews, review of documents and classroom observations. Specifically, information was collected on: (a) teacher beliefs, knowledge, understanding and perceptions of classroom assessment; (b) the systems and structures established in schools for the use of assessment information, and (c) the nature, form and content of teacher assessment practices in the classroom.

This paper begins with an overview of curriculum reform within South Africa highlighting how issues of assessment policy and practice were addressed in the reform process. It then outlines the research methodology and design applied, followed by a presentation and discussion of the findings. The results indicate a dominant discourse of recording and reporting of assessment information with limited use made of this information for supporting improvements in learning and teaching. In addition, no significant differences were detected in the classroom assessment practices of teachers functioning in well-resourced schools, serving mainly middle class learners, compared to those teachers functioning in poorly resourced, schools serving mainly poor and rural learners. The paper concludes by highlighting key challenges, and proposes a number of strategies, to support teachers enhance their assessment practices to improve learning in South African schools.
@InProceedings{MOLEFE2012CLA,
author = {Molefe, M. and Kanjee, A.},
title = {CLASSROOM ASSESSMENT IN SOUTH AFRICAN SCHOOLS: REVIEW OF TEACHER PERCEPTIONS, BELIEFS AND PRACTICES},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {1355}}
TY - CONF
AU - M. Molefe AU - A. Kanjee
TI - CLASSROOM ASSESSMENT IN SOUTH AFRICAN SCHOOLS: REVIEW OF TEACHER PERCEPTIONS, BELIEFS AND PRACTICES
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 1355
EP - 1355
ER -
M. Molefe, A. Kanjee (2012) CLASSROOM ASSESSMENT IN SOUTH AFRICAN SCHOOLS: REVIEW OF TEACHER PERCEPTIONS, BELIEFS AND PRACTICES, EDULEARN12 Proceedings, p. 1355.
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