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An analysis of summative assessment in Grade 9 mathematics school-based examinations
Dissertation (MEd)--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | en_US |
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University of Pretoria
2023
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| _version_ | 1867613555816136704 |
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| access_status_str | Open Access |
| author2 | Sekao, David |
| author_browse | Sekao, David |
| author_facet | Sekao, David |
| collection | Thesis |
| dc_rights_str_mv | © 2022 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, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89503 |
| institution | University of Pretoria (South Africa) |
| language | en_US |
| last_indexed | 2026-06-10T12:38:00.699Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| 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:2263/89503 An analysis of summative assessment in Grade 9 mathematics school-based examinations Sekao, David u15194681@tuks.co.za Manamela, George Tshegofatso Cognitive levels Mathematics knowledge for teaching Mathematics assessment Summative assessment School-based assessment UCTD Dissertation (MEd)--University of Pretoria, 2023. Various factors are cited for general unsatisfactory performance in school mathematics in South Africa. Learners usually achieve better outcomes when they are assessed through assessments that are developed within the school than through the assessments developed externally. A case in point in terms of external assessment is the unacceptably low levels of performance of South Africa’s learners in Trends in Mathematics and Science Study (TIMSS) and/or the now defunct Annual National Assessment (ANA) contrasted with their performance in school-based examinations. The discrepancy brings to question the ‘quality’ of school-based summative assessment. The aim of this study was to investigate the extent of alignment between Grade 9 mathematics school-based summative assessments and the prescripts of the Curriculum and Assessment Policy Statement (CAPS). To achieve this, an interpretivist qualitative case study was undertaken involving three mathematics summative examination from schools in Limpopo provice. I used Mathematics Knowledge for Teaching (MKT) framework and the CAPS taxonomy of cognitive levels as the theoretical lenses to analyse mathematics examinations. Qualitative data were collected through document analysis and the questions were analysed using a rubric of cognitive levels and content areas. Findings revealed that Grade 9 school-based mathematics examinations from the three schools are not aligned with CAPS. Thus, revealing the educators' lack of comprehension of CAPS and deficiency in MKT. Considering the aforementioned information, recommendations for future research and practice were made. This study could afford teachers, policymakers and researchers a different angle through which to appreciate the low levels of performance among Grade 9 learners. Science, Mathematics and Technology Education MEd Unrestricted 2023-02-14T13:16:54Z 2023-02-14T13:16:54Z 2023 2023 Dissertation * A2023 https://repository.up.ac.za/handle/2263/89503 DOI: https://doi.org/10.25403/UPresearchdata.22090724.v1 https://doi.org/.10.25403/UPresearchdata.22090724 en_US © 2022 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 | Cognitive levels Mathematics knowledge for teaching Mathematics assessment Summative assessment School-based assessment UCTD An analysis of summative assessment in Grade 9 mathematics school-based examinations |
| title | An analysis of summative assessment in Grade 9 mathematics school-based examinations |
| title_full | An analysis of summative assessment in Grade 9 mathematics school-based examinations |
| title_fullStr | An analysis of summative assessment in Grade 9 mathematics school-based examinations |
| title_full_unstemmed | An analysis of summative assessment in Grade 9 mathematics school-based examinations |
| title_short | An analysis of summative assessment in Grade 9 mathematics school-based examinations |
| title_sort | analysis of summative assessment in grade 9 mathematics school based examinations |
| topic | Cognitive levels Mathematics knowledge for teaching Mathematics assessment Summative assessment School-based assessment UCTD |
| url | https://repository.up.ac.za/handle/2263/89503 https://doi.org/.10.25403/UPresearchdata.22090724 |