n South African Journal of Education - Assessment - enabling participation in academic discourse and the implications
|Article Title||Assessment - enabling participation in academic discourse and the implications|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Affiliations||1 University of Fort Hare and 2 Walter Sisulu University|
|Publication Date||Aug 2013|
|Pages||1 - 10|
|Keyword(s)||Academic, Assessment, Consistency, Continuous planned process moderation, Evaluation, Feedback, Standards of assessment and Surface learning and resources|
ISI Social Science
The current study was an exploration of how to develop assessment resources and processes via in-depth interviews with 30 teachers. The focus was on how teachers use and apply different assessment situations. The methodology, which was a predominately qualitative approach and adopted case study design, sought to use a set of criteria based on constructs from literature reviews to evaluate assessments. Thus these characteristics guided the study which included: a brief description of assessment and moderation; assessment materials/resources; assessment objectives; assessment activities; assessment/re-evaluation; and alignment/consistency. The case (one site) and 30 respondents were selected purposively. The study revealed that assessors need to use different methods of assessment depending on the socio-cultural setting of learners' environment and resources, if applicable. We argue that teachers should note the socialisation within their domain as well as the culture of their domain and domain-specific ways of talking, acting, and seeing the world.
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