dc.contributor.author	Tlebere, Maleshoane Matheko
dc.date.accessioned	2006-04-24T08:00:32Z
dc.date.available	2006-04-24T08:00:32Z
dc.date.issued	2006-04-24
dc.description	Degree: Master of Arts Department: English	en
dc.description.abstract	This study investigates how feedback from the Cambridge Overseas School Certificate (COSC) English language examinations marking board is transmitted to the teachers and other stakeholders for effective teaching and learning in Lesotho secondary schools. The aim was to discover teachers’ and other stakeholders’ views, feelings and reactions to examiners’ reports. The focus was also on the general information that comes from the marking board. In carrying out this study, interviews, questionnaires and documents were used to examine the extent to which teachers access and make use of this information in improving their pedagogical practices. End of year results, from selected schools, covering a period of five years, were analysed. The major findings of the research revealed that there was a correlation between the feedback and students’ results. Based on feedback from the marking board there were positive washback effects on teaching methods and on teachers’ perceptions, resulting in improved students’ scores. Nevertheless, there were contradicting views on the issue of washback effects and this situation simply highlighted the ambivalence of the concept of washback, especially on the high-stakes tests such as the COSC discussed here. One major discovery was in relation to the issue of full localization of COSC. An overwhelming majority of the respondents suggested that localized marking of the COSC has positive washback effects on teaching and learning of English language in the context of Lesotho, and more positive results are envisaged with full localization of such examinations and the curricula. It is hoped that the MOE, will make informed policy modifications using some of the findings in this report.	en
dc.format.extent	11837 bytes
dc.format.extent	10973 bytes
dc.format.extent	8881 bytes
dc.format.extent	10950 bytes
dc.format.extent	18020 bytes
dc.format.extent	74337 bytes
dc.format.extent	160603 bytes
dc.format.extent	54454 bytes
dc.format.extent	118591 bytes
dc.format.extent	48866 bytes
dc.format.extent	11536 bytes
dc.format.extent	9442 bytes
dc.format.extent	9537 bytes
dc.format.extent	9267 bytes
dc.format.extent	24511 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.identifier.uri	http://hdl.handle.net/10539/348
dc.language.iso	en	en
dc.subject	cosc	en
dc.subject	exams	en
dc.subject	lesotho	en
dc.subject	cambridge	en
dc.subject	english	en
dc.subject	schools	en
dc.title	An investigation of feedback to secondary schools from The Cambridge overseas school certificate(COSC) english language examinations in Lesotho	en
dc.type	Thesis	en

An investigation of feedback to secondary schools from The Cambridge overseas school certificate(COSC) english language examinations in Lesotho

Files

Original bundle

License bundle

Collections