The role of school assessment teams in quality assurance of English First Additional Language assessment practices in primary schools
Learner performance in South African schools, especially in the General Education and Training Band is in a crisis. There is a paucity of research on quality assurance of assessment practices in schools. This dissertation was aimed at understanding the role of School Assessment Teams in quality assu...
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| Language: | en |
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2015
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| Online Access: | http://hdl.handle.net/2263/50853 Chavalala, D 2015, The role of school assessment teams in quality assurance of English First Additional Language assessment practices in primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/50853> |
| Summary: | Learner performance in South African schools, especially in the General Education and Training Band is in a crisis. There is a paucity of research on quality assurance of assessment practices in schools. This dissertation was aimed at understanding the role of School Assessment Teams in quality assurance of English first additional language assessment practices in primary schools. The study also aimed to identify and describe good practices of quality assurance of assessment practices in schools and to understand the challenges school assessment teams encounter when quality assuring English first additional assessment practices. The main question was: What is the role of School Assessment Teams in quality assurance of English first additional assessment practices?
An exploratory case study research design was undertaken for this research. The study was carried out at three primary schools in the Tshwane South district of Gauteng Department of Education. The schools were randomly selected using the criteria of geographical location, cluster, quintile and learner performance in ANA 2011. Participants of this research included teachers offering English first additional language and members of school assessment teams and were purposively selected from the three schools. Data was collected through the use of individual interviews and document analysis. In analysing data, thematic content analysis and documents analysis were used. The findings of the research were attributed to the qualifications, knowledge, experience and expertise teachers and SAT members possess in English first Additional language teaching and were discussed in details under the cross –case analysis section. On the basis of the findings, recommendations for policy and practice and further research are provided. === Dissertation (MEd)--University of Pretoria, 2015. === tm2015 === Science, Mathematics and Technology Education === MEd === Unrestricted |
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