An investigation of teachers' assessment practices at Zenon high school in Lesotho.

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dc.contributor.advisor Combrinck, Martin.
dc.creator Tsilo, Mathabo Claurina.
dc.date.accessioned 2010-10-29T10:22:51Z
dc.date.available 2010-10-29T10:22:51Z
dc.date.created 2006
dc.date.issued 2006
dc.identifier.uri http://hdl.handle.net/10413/1528
dc.description Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006. en_US
dc.description.abstract The literature has shown that the traditional way of assessment which is paper-pencil tests and/or examinations has always been the most dominant and trusted form of assessment. This study investigated assessment practices of Zenon high school teachers in Lesotho. Assessment practices investigated by this study are of teachers from all subjects taught at the above-mentioned school. The study has been based on formative and summative assessment concepts. To answer one overarching research question, a case study approach has been used. Questionnaires were administered to 28 teachers in one school. Teachers' assessment documents and learners' exercise books were analyzed. The data collected were analyzed by means of tables and graphs. The findings from 14 teachers revealed that teachers use various assessment techniques to assess learners, but the most dominant form of assessment employed by teachers in all nine subjects is traditional paper-pencil tests/examinations. Teachers use traditional tests/examinations because they are convinced that it is the best way through which they can discover how learners have acquired what they have been taught. Alternative assessments or assessment techniques that require time to complete like practical projects etc are rarely used by teachers.
dc.language.iso en en_US
dc.subject Theses--Education. en_US
dc.subject Educational tests and measurements.
dc.subject Grading and marking (Students)--Lesotho.
dc.title An investigation of teachers' assessment practices at Zenon high school in Lesotho. en_US
dc.type Thesis en_US

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