Knowledge and practice of continuous assessment : The barriers for policy transfer

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Nsibande, Rejoice Ncamsile
dc.date.accessioned 2007-03-01T12:57:16Z
dc.date.available 2007-03-01T12:57:16Z
dc.date.issued 2007-03-01T12:57:16Z
dc.identifier.uri http://hdl.handle.net/10539/2187
dc.description Student Number: 9710860W School of Education Doctor of Philosophy en
dc.description.abstract The study investigates the extent to which primary school teachers understood and implemented the requirements of the continuous assessment programme that has been introduced in primary schools in Swaziland. By focussing on teaching and learning activities that occurred during eight teachers’ lessons within the Salesian-Ekutsimuleni zone in Manzini, and what they expressed as intentions and justifications for these activities, it tries to clarify, in particular, the relationship between their assessment strategies and the broader educational principles promoted by the programme. Classroom observations and stimulated interviews were used to capture, respectively, data on what teachers did and principles that informed their behaviour. Codes abstracted from classroom observations and grounded on the views expressed by teachers indicate that they followed slavishly what was contained in the curriculum support materials with which they had been provided. Even though they used assessment strategies promoted by the Continual Assessment (CA) programme, their assessment strategies prioritized knowledge-retention rather than the cognitive development advocated by the programme and, in a specific sense, implied by lesson objectives they had to fulfil. The conclusion is that teachers could not translate the rhetoric of the CA programme into relevant professional judgement, decisions and practices without exposure to meaningful development programmes. Key Words Swaziland, Continuous Assessment, Criterion - Referenced Assessment, Mastery learning, Fordism, Post-Fordism en
dc.format.extent 43601 bytes
dc.format.extent 40341 bytes
dc.format.extent 37449 bytes
dc.format.extent 71857 bytes
dc.format.extent 83466 bytes
dc.format.extent 304998 bytes
dc.format.extent 72786 bytes
dc.format.extent 44089 bytes
dc.format.extent 63635 bytes
dc.format.extent 89120 bytes
dc.format.extent 10231 bytes
dc.format.extent 331531 bytes
dc.format.extent 19790 bytes
dc.format.extent 11858 bytes
dc.format.extent 9787 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject Swaziland en
dc.subject Continuous Assessment en
dc.subject Criterion-referenced Assessment en
dc.subject Mastery Learning en
dc.subject Fordism en
dc.subject Post-Fordism en
dc.title Knowledge and practice of continuous assessment : The barriers for policy transfer en
dc.type Thesis en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search WIReDSpace


Browse

My Account

Statistics