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Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context
Bibliography: leaves 111-117.
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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School of Education
2014
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| _version_ | 1867614263259955200 |
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| access_status_str | Open Access |
| author | Mohamed, Merunisa |
| author2 | Bakker, Nigel |
| author_browse | Bakker, Nigel Mohamed, Merunisa |
| author_facet | Bakker, Nigel Mohamed, Merunisa |
| author_sort | Mohamed, Merunisa |
| collection | Thesis |
| description | Bibliography: leaves 111-117. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/9883 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:49:15.825Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/9883 Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context Mohamed, Merunisa Bakker, Nigel Language and Literature Education Bibliography: leaves 111-117. The aim of the study was to determine the effects of alternative assessment practices on the writings of seven learners in a Grade 11 English second language class. Conventional assessment practices are inadequate when set against new knowledge of the role played by assessment in supporting learning and teaching. Presently writing and assessment are based on viewing writing as product which is assessed as a single mark of achievement. I set out to develop and implement an alternative writing and assessment programme in the context of typical classroom demands. Alternative practices see writing as process and assessment as embedded in that process. Though alternative assessment practices use a multiplicity of methods, they prefer a criterion based analyses that reflects the developmental aspect of learning to write. Since alternative assessment reflects the developmental aspect of writing, it eschews negative feedback to learners about their writing. The writings of seven learners were analysed to determine if alternative practices had any effect. In addition three reflection questionnaires were administered to gauge the attitude of learners to the alternative programme. My reflections and observations also provided the data for gauging the impact of the programme. Based on the data, the findings and implications of the programme suggest that though there is no conclusive evidence to argue that learners' writing changed as a result of implementing alternative practices, it appeared that learners‘ attitude to writing became more positive; learners became more confident as a result of having more of an idea of the strengths and weaknesses of their writing; and the classroom climate for learning to write improved. At the same time alternative assessment practices gave the teacher valuable information and an opportunity to reflect critically on improvements for setting criteria; on communicating assessment to learners; on assessment design and strategies and defining the assessment method suited to modes of writing discourse. 2014-12-03T03:32:25Z 2014-12-03T03:32:25Z 1999 Master Thesis Masters MEd http://hdl.handle.net/11427/9883 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Language and Literature Education Mohamed, Merunisa Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context |
| thesis_degree_str | Master's |
| title | Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context |
| title_full | Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context |
| title_fullStr | Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context |
| title_full_unstemmed | Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context |
| title_short | Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context |
| title_sort | continuous assessment within the writing curriculum a classroom based study of an alternative methodology for teaching writing in a second language context |
| topic | Language and Literature Education |
| url | http://hdl.handle.net/11427/9883 |
| work_keys_str_mv | AT mohamedmerunisa continuousassessmentwithinthewritingcurriculumaclassroombasedstudyofanalternativemethodologyforteachingwritinginasecondlanguagecontext |