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dc.contributor.advisorJansen, Jonathan D.
dc.creatorRamsuran, A.
dc.date.accessioned2011-05-25T08:21:46Z
dc.date.available2011-05-25T08:21:46Z
dc.date.created1997
dc.date.issued1997
dc.identifier.urihttp://hdl.handle.net/10413/2905
dc.descriptionThesis (M.Ed.)-University of Durban-Westville, 1997.en_US
dc.description.abstractResearch reveals that policy intentions seldom define classroom practice. This research study uses continuous assessment as the 'case' to explore the policy-practice relationship. The research approach adopted involved a critical review of policy documents on continuous assessment; interviews with Department officials; a survey questionnaire on continuous assessment distributed to teachers in ten secondary schools; and a detailed exploration of continuous assessment practice in three institutional settings. The findings show that continuous assessment is rarely implemented as policy intended; teachers at the classroom level have transformed the aims of policy-makers to the extent that implementation proceeds at some distance from the original policy intentions; and teachers are experiencing numerous problems in attempting to implement continuous assessment.en_US
dc.language.isoenen_US
dc.subjectStudents--Rating of--South Africa.en_US
dc.subjectEducational evaluation--South Africa.en_US
dc.subjectPerformance in children.en_US
dc.subjectTheses--Education.en_US
dc.subjectAssessment.en_US
dc.subjectAcademic achievement.en_US
dc.titleExploring the relationship between policy and practice : a study of continuous assessment.en_US
dc.typeThesisen_US


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