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Experiences of secondary school management teams in the implementation of continuous assessment
Dissertation (MEd)--University of Pretoria, 2012.
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University of Pretoria
2013
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| _version_ | 1867613607531905024 |
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| access_status_str | Open Access |
| author2 | Perumal, Juliet |
| author_browse | Perumal, Juliet |
| author_facet | Perumal, Juliet |
| collection | Thesis |
| dc_rights_str_mv | © 2012, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria |
| description | Dissertation (MEd)--University of Pretoria, 2012. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/28650 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:38:50.049Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/28650 Experiences of secondary school management teams in the implementation of continuous assessment Perumal, Juliet fanseka@gmail.com Fanseka, Gezani Samuel National curriculum statement Educators Principal Learners Learner performance Implementation. assessment Learning outcomes Continuous assessment School management teams UCTD Dissertation (MEd)--University of Pretoria, 2012. The 1994 democratic elections marked a great turning point in the history the of the South African education system. A call from many politicians and academics for dismantling apartheid education which was racially biased was subsequently made. This was supported by theorists and educational reformers such as Darling-Hammond (1996) and Sizer (1984) who suggested that an educational transformation that would provide South African learners with the necessary knowledge and skills to think critically was required. Following this call, in 1997, a National Curriculum Statement (NCS), with its accompanying assessment policy in a form of continuous assessment (CASS), was introduced in South African schools. This study focuses on the experiences of secondary schools management teams (SMT) in the implementation of continuous assessment. This study is informed by the findings of Chisholm (2001) and Jansen&Christie (1995) who contend that the hasty implementation of CASS was extremely problematic for school managers. The objective was to explore the role of principals, deputy principals, and heads of departments (as managers of schools) in the implementation of the continuous assessment policy. Furthermore, the study aimed to investigate the kind of support the Limpopo Department of Education provides to the SMT for the successful implementation of CASS. The study was conducted in six secondary schools in the Malamulele East Circuit, Vhembe District in Limpopo Province in the following schools: Deliwe, Dlayani, Falaza Gembani, Ndhengeza, and Yollisa and it employed a qualitative research approach. Semi-structured individual interviews were used to collect data from principals, deputy principals and heads of departments. In addition, semi-structured focus-group interviews were conducted with heads of departments in order to get in-depth understanding with regard to their experiences when implementing a continuous assessment policy. This study found that members of the SMT in many secondary schools in the Malamulele East Circuit did not receive training for the implementation of continuous assessment and as a result, they lack clarity in many critical aspects of this assess1nent policy. It has further been found that the majority of the members of the SMT lack a conceptual understanding of what CASS is and also the role they are supposed to play in its implementation. Consequently, educators are still relying much on tests to judge the performance of the learners. In the light of this, it is therefore recommended that principals, deputy principals and heads of departments be provided with extensive training which would generate a deeper conceptual understanding of this assessment policy. Copyright Education Management and Policy Studies unrestricted 2013-09-07T14:00:05Z 2013-02-18 2013-09-07T14:00:05Z 2012-09-05 2012 2013-02-13 Dissertation Fanseka, GS 2012, Experiences of secondary school management teams in the implementation of continuous assessment, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/28650 > E12/9/153/gm http://hdl.handle.net/2263/28650 http://upetd.up.ac.za/thesis/available/etd-02132013-170046/ © 2012, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | National curriculum statement Educators Principal Learners Learner performance Implementation. assessment Learning outcomes Continuous assessment School management teams UCTD Experiences of secondary school management teams in the implementation of continuous assessment |
| title | Experiences of secondary school management teams in the implementation of continuous assessment |
| title_full | Experiences of secondary school management teams in the implementation of continuous assessment |
| title_fullStr | Experiences of secondary school management teams in the implementation of continuous assessment |
| title_full_unstemmed | Experiences of secondary school management teams in the implementation of continuous assessment |
| title_short | Experiences of secondary school management teams in the implementation of continuous assessment |
| title_sort | experiences of secondary school management teams in the implementation of continuous assessment |
| topic | National curriculum statement Educators Principal Learners Learner performance Implementation. assessment Learning outcomes Continuous assessment School management teams UCTD |
| url | http://hdl.handle.net/2263/28650 http://upetd.up.ac.za/thesis/available/etd-02132013-170046/ |