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dc.contributor.advisorVan Laren, Linda.
dc.contributor.advisorJames, Angela.
dc.creatorThabethe, Michael Msawenkosi.
dc.date.accessioned2011-03-23T11:21:36Z
dc.date.available2011-03-23T11:21:36Z
dc.date.created2009
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/10413/2655
dc.descriptionThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.en_US
dc.description.abstractThe research project explored the Grade 9 mathematics teachers' assessment practices in the context of the National Policy on Assessment and Qualifications for Schools in the General Education and Training Band in South African Schools. The research project also explored the mathematics teachers' understanding of the assessment policy in Mathematics and the impact of teachers' understanding of assessment on their assessment practices. The research project was a case study of three Grade 9 Mathematics teachers from three schools in Obonjeni District in the Northern Zululand Region in KwaZulu-Natal Province. The data was collected through observations of teachers teaching Grade 9 Mathematics lessons, analysis of teachers' planning and assessment documents and teacher interviews. Each teacher was observed teaching his/ her lessons five times. Based on the results obtained it was concluded that: (a) teachers have different understandings of the same assessment policy and this resulted in teachers implementing the assessment policy differently. (b) teachers are using some of the assessment practices that are recommended in the assessment policy. and (c) teachers' understanding of assessment does not influence their assessment practices. Finally, recommendations made concerning assessment practices, could lead to teachers' better understanding of assessment.en_US
dc.subjectTheses--Education.en_US
dc.titleTeacher assessment practices : case study of three grade 9 mathematics teachers in the Northern region of KwaZulu-Natal province.en_US
dc.typeThesisen_US


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