|dc.creator||Ngwenya, Thembayena Khosi.||
|dc.description||Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.||en
|dc.description.abstract||The constitution of Republic of South Africa (Act 108 of 1996) provides the basis for
curriculum transformation and assessment for development in South Africa. The curriculum
aims to develop the full potential of each learner as a citizen of a democratic South Africa.
Formative assessment is seen as an assessment that can develop the standard of education in
South Africa. Muller (2004) asserts that the C2005 policy document and assessment policy
for General Education and Training make much of the need to shift from this "authoritarian"
approach, to assessment which is formative, standard-based and continuous. Therefore,
formative assessment is important in the process of teaching and learning.
This study explores teachers' knowledge of formative assessment and how they translate it
into practice within a context of Mathematics. It examines the nature of assessment
techniques used by educators at the school and explore its relationship with practice.
Furthermore, it aims to determine whether the educators are willing to adapt formative
assessment practice to meet the changing demands of South African school education as
prescribed by the New Curriculum Statement (NCS) in grade 8.
Data collection and observations for the study were conducted at a high school in
Hammarsdale, KwaZulu-Natal, South Africa. Four teachers were interviewed to determine
their perception of formative assessment. Two of the four teachers were selected on basis of
the interviews for further data collection. These two were observed when conducting lessons.
At least two lessons for each teacher were observed. The nature of the task that the two
teachers designed for formative purpose and the feedback they gave to learners were
The findings from this study suggest that teachers do not reject or resist change in practicing
formative assessment, but they have not been properly assisted to replace the old practices
with new ones. The teachers therefore, interpret formative assessment according to their own
accumulated understanding, which differ from teacher to teacher. Thus, the study
recommends that if the change in assessment practice is to be "efficient", it must be
accommodated by "appropriate" professional development of teachers.||en
|dc.subject||Educational tests and measurements.||en
|dc.subject||Mathematics--Study and teaching (Secondary)||en
|dc.title||Formative assessment in grade 8 mathematics : teachers' perceptions and implementation.||en