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The role of examinations as a tool for effective formative assessment practices
Thesis (PhD)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613629207019520 |
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| access_status_str | Open Access |
| author2 | Van Staden, Surette |
| author_browse | Van Staden, Surette |
| author_facet | Van Staden, Surette |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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 | Thesis (PhD)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/71683 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:11.002Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/71683 The role of examinations as a tool for effective formative assessment practices Van Staden, Surette antoinette.dliwayo@tuks.co.za Palane, Nelladee Lorraine McLeod Dliwayo, Mary-Antoinette UCTD Common examinations Constructivism Learner performance Formative assessment tasks Standardised Summative assessment Quality Education theses SDG-04 Education theses SDG-10 Thesis (PhD)--University of Pretoria, 2019. The purpose of this study was to examine the extent to which common examinations are used as a tool for effective formative assessment practices in schools. The Department of Basic Education introduced common examinations in Mathematics Grade 11 with the aim of improving the quality of teaching and learning in schools through standardised assessments and to enhance learner performance. Yet the performance of Grade 11 learners in the mathematics common examinations, since its inception in 2015, has not improved. With reference to five selected schools, the findings in this study showed that formative assessments require an examination and assessment system that will not only adequately measure the capabilities, knowledge and skills of learners, but that will also drive a formative agenda in ensuring the mastering of skills and learner progress to ensure success in summative assessments. It is thus necessary for teachers to be able to make formative assessments more formal by specifying guidelines for where to use them and how to do them and by developing assessments suited for learners’ individual needs (Coetzee, 2012). This study supports the main proposition of constructivism “that learning means constructing, creating, inventing and developing our knowledge…, it is about thinking and analysing and not memorising information… it focuses on in-depth-understanding, not regurgitating and repeating back” (Marlowe & Page,2005, pp. 10-11). If common examinations and past examination question papers are to be used, they need not be used to drill learners on how to answer examination questions. Indeed, these examinations should be used to empower learners on how to answer questions from different perspectives to achieve learning outcomes. TM2019 bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2019-10-09T14:22:55Z 2019-10-09T14:22:55Z 19/09/06 2019 Thesis Dliwayo, M 2019, The role of examinations as a tool for effective formative assessment practices, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/71683> S2019 http://hdl.handle.net/2263/71683 en © 2019 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 University of Pretoria |
| spellingShingle | UCTD Common examinations Constructivism Learner performance Formative assessment tasks Standardised Summative assessment Quality Education theses SDG-04 Education theses SDG-10 The role of examinations as a tool for effective formative assessment practices |
| title | The role of examinations as a tool for effective formative assessment practices |
| title_full | The role of examinations as a tool for effective formative assessment practices |
| title_fullStr | The role of examinations as a tool for effective formative assessment practices |
| title_full_unstemmed | The role of examinations as a tool for effective formative assessment practices |
| title_short | The role of examinations as a tool for effective formative assessment practices |
| title_sort | role of examinations as a tool for effective formative assessment practices |
| topic | UCTD Common examinations Constructivism Learner performance Formative assessment tasks Standardised Summative assessment Quality Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/71683 |