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An investigation into teachers' views of continuous assessment (CA) and its implementation in grade 12 higher grade mathematics in the Ethekwini region.

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The proposed research is about the introduction of Continuous Assessment (CA) in Grade 12 Higher Grade Mathematics, as part of the learner's overall assessment. Schools are required by policy laid down by the Department of Education to implement CA in Grade 12 Mathematics. The introduction of CA is a new development. It is important to study how it is being implemented and the effect it has on the quality of Mathematics Education. The goals of this research are to: • investigate Grade 12 Mathematics teachers' understanding and views of CA; • the strategies that they are implementing in CA; • how CA is impacting on the conceptual understanding of their learners and • to what extent are teachers' assessment practices consistent with the Rationale of Continuous Assessment? The data was collected by means of a questionnaire which consisted of both close-ended and semi-structured questions. The Statistical Package for the Social Sciences (SPSS) was used to analyze the quantitative data. The findings show that continuous assessment is not being implemented in terms of a wide range of alternate assessment strategies as it was intended to be, with pen and paper testing still being the more dominant practice. The findings also show that whilst Continuous Assessment is having a measured educational impact on teachers and learners, there are still problems experienced by educators. These problems are hampering its implementation. Teachers require more workshops on the Continuous Assessment strategies.


Thesis (M.Ed.)-University of Durban-Westville, 2004.


Theses--Education., Continuing education., Non-formal education., Mathematics--Study and teaching (Higher)--KwaZulu-Natal.