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dc.contributor.advisorCombrinck, Martin.
dc.creatorTsilo, Mathabo Claurina.
dc.date.accessioned2010-10-29T10:22:51Z
dc.date.available2010-10-29T10:22:51Z
dc.date.created2006
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/10413/1528
dc.descriptionThesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.en_US
dc.description.abstractThe 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.isoenen_US
dc.subjectTheses--Education.en_US
dc.subjectEducational tests and measurements.
dc.subjectGrading and marking (Students)--Lesotho.
dc.titleAn investigation of teachers' assessment practices at Zenon high school in Lesotho.en_US
dc.typeThesisen_US


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