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

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.