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.
