• Login
    View Item 
    •   ResearchSpace Home
    • College of Humanities
    • School of Education
    • Science and Technology Education
    • Masters Degrees (Science and Technology Education)
    • View Item
    •   ResearchSpace Home
    • College of Humanities
    • School of Education
    • Science and Technology Education
    • Masters Degrees (Science and Technology Education)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Teacher assessment practices : case study of three grade 9 mathematics teachers in the Northern region of KwaZulu-Natal province.

    Thumbnail
    View/Open
    Thesis (5.030Mb)
    Date
    2009
    Author
    Thabethe, Michael Msawenkosi.
    Metadata
    Show full item record
    Abstract
    The research project explored the Grade 9 mathematics teachers' assessment practices in the context of the National Policy on Assessment and Qualifications for Schools in the General Education and Training Band in South African Schools. The research project also explored the mathematics teachers' understanding of the assessment policy in Mathematics and the impact of teachers' understanding of assessment on their assessment practices. The research project was a case study of three Grade 9 Mathematics teachers from three schools in Obonjeni District in the Northern Zululand Region in KwaZulu-Natal Province. The data was collected through observations of teachers teaching Grade 9 Mathematics lessons, analysis of teachers' planning and assessment documents and teacher interviews. Each teacher was observed teaching his/ her lessons five times. Based on the results obtained it was concluded that: (a) teachers have different understandings of the same assessment policy and this resulted in teachers implementing the assessment policy differently. (b) teachers are using some of the assessment practices that are recommended in the assessment policy. and (c) teachers' understanding of assessment does not influence their assessment practices. Finally, recommendations made concerning assessment practices, could lead to teachers' better understanding of assessment.
    URI
    http://hdl.handle.net/10413/2655
    Collections
    • Masters Degrees (Science and Technology Education) [79]

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV
     

     

    Browse

    All of ResearchSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisorsTypeThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisorsType

    My Account

    LoginRegister

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV