Exploring the relationship between policy and practice : a study of continuous assessment.

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dc.contributor.advisor Jansen, Jonathan D.
dc.creator Ramsuran, A.
dc.date.accessioned 2011-05-25T08:21:46Z
dc.date.available 2011-05-25T08:21:46Z
dc.date.created 1997
dc.date.issued 1997
dc.identifier.uri http://hdl.handle.net/10413/2905
dc.description Thesis (M.Ed.)-University of Durban-Westville, 1997. en_US
dc.description.abstract Research 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.iso en en_US
dc.subject Students--Rating of--South Africa. en_US
dc.subject Educational evaluation--South Africa. en_US
dc.subject Performance in children. en_US
dc.subject Theses--Education. en_US
dc.subject Assessment. en_US
dc.subject Academic achievement. en_US
dc.title Exploring the relationship between policy and practice : a study of continuous assessment. en_US
dc.type Thesis en_US

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