n South African Journal of Education - Educators' conceptions and practice of classroom assessment in post-apartheid South Africa
|Article Title||Educators' conceptions and practice of classroom assessment in post-apartheid South Africa|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Author||Saloshna Vandeyar and Roy Killen|
|Publication Date||Feb 2007|
|Pages||101 - 115|
ISI Social Science
The changes in post-apartheid South Africa have been accompanied by considerable changes in the education system. The most notable include desegregation of schools, development of a National Qualifications Framework, adoption of new language policies for education, and introduction of outcomes-based curricula. However entrenched assessment practices appear to be hampering the efforts to transform school education. An analysis of the assessment practices of three Grade 4 educators in multilingual classrooms revealed that the educators were unable or unwilling to adapt their assessment practices to the changing demands of South African school education.
Article metrics loading...