n Journal of Educational Studies - Teachers' reflections on their conceptualisation and utilisation of continuous assessment within an outcomes-based education (OBE) context : the South African experience.

Volume 13, Issue 1
  • ISSN : 1680-7456



Assessment is an integral part of the teaching and learning process. In this regard, the adoption of the Outcomes Based Education (OBE) to curriculum implementation by democratic South Africa implied that teachers were faced with the challenge of implementing learner-centred continuous assessment which is inline with OBE. This study investigated South African teachers' capability to use continuous assessment as one of the strategies for implementing OBE. In line with the quantitative methodology which was adopted for the study, 207 Grade 10 teachers responded to the Effective Teaching and Assessment Survey (ETAS) questionnaire. The major finding from the study was that the majority of the sampled Grade Ten teachers could not effectively apply continuous assessment because they had been trained in summative assessment methods, lacked formal training on general assessment strategies, had no adequate professional qualifications in education and were in charge of large classes.

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