The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005
The second phase, the 'development phase' (January to December 2003), of an ongoing research project on policy implementation with specific reference to Grade 9 of the Human and Social Sciences (HSS) learning area of C2005 is described. More specifically, a journey, in which nine History a...
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ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-61062018-07-06T03:24:08ZThe development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005Wilmot, Pamela DianneThe second phase, the 'development phase' (January to December 2003), of an ongoing research project on policy implementation with specific reference to Grade 9 of the Human and Social Sciences (HSS) learning area of C2005 is described. More specifically, a journey, in which nine History and Geography teachers at two independent schools and one university lecturer, working collaboratively as an HSS research team, navigated their way through the national curriculum and assessment policy arena, pushed the boundaries of their own practice as reflexive practitioners, and implemented the first national application of the new General Education and Training Certificate (GETC), is outlined. The article consists of three sections. The first outlines and offers critical commentary on the national policy context in which the research was located, and in which all South African educators currently work. Drawing on national and international literature, it illuminates a number of issues pertinent to national policy enactment. The second section describes the Development Phase. It outlines two areas of curriculum innovation at the two schools, namely enquiry-based learning and the development of a learning process 'map', before honing in on Grade 9 CASS. Section three describes the implementation at the two schools of the HSS Common Tasks for Assessment (CTA) in October/November 2003. The conclusion synthesises the narrative.2005Article8 pagespdfvital:6106http://hdl.handle.net/10962/d1009735English |
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NDLTD |
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English |
format |
Others
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sources |
NDLTD |
description |
The second phase, the 'development phase' (January to December 2003), of an ongoing research project on policy implementation with specific reference to Grade 9 of the Human and Social Sciences (HSS) learning area of C2005 is described. More specifically, a journey, in which nine History and Geography teachers at two independent schools and one university lecturer, working collaboratively as an HSS research team, navigated their way through the national curriculum and assessment policy arena, pushed the boundaries of their own practice as reflexive practitioners, and implemented the first national application of the new General Education and Training Certificate (GETC), is outlined. The article consists of three sections. The first outlines and offers critical commentary on the national policy context in which the research was located, and in which all South African educators currently work. Drawing on national and international literature, it illuminates a number of issues pertinent to national policy enactment. The second section describes the Development Phase. It outlines two areas of curriculum innovation at the two schools, namely enquiry-based learning and the development of a learning process 'map', before honing in on Grade 9 CASS. Section three describes the implementation at the two schools of the HSS Common Tasks for Assessment (CTA) in October/November 2003. The conclusion synthesises the narrative. |
author |
Wilmot, Pamela Dianne |
spellingShingle |
Wilmot, Pamela Dianne The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005 |
author_facet |
Wilmot, Pamela Dianne |
author_sort |
Wilmot, Pamela Dianne |
title |
The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005 |
title_short |
The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005 |
title_full |
The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005 |
title_fullStr |
The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005 |
title_full_unstemmed |
The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005 |
title_sort |
development phase of a case study of outcomes-based education assessment policy in the human and social sciences learning area of c2005 |
publishDate |
2005 |
url |
http://hdl.handle.net/10962/d1009735 |
work_keys_str_mv |
AT wilmotpameladianne thedevelopmentphaseofacasestudyofoutcomesbasededucationassessmentpolicyinthehumanandsocialscienceslearningareaofc2005 AT wilmotpameladianne developmentphaseofacasestudyofoutcomesbasededucationassessmentpolicyinthehumanandsocialscienceslearningareaofc2005 |
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1718709712352968704 |