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ERIC Number: EJ1135972
Record Type: Journal
Publication Date: 2013-Aug
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Assessment--Enabling Participation in Academic Discourse and the Implications
Bayaga, Anass; Wadesango, Newman
South African Journal of Education, v33 n3 Article 740 Aug 2013
The current study was an exploration of how to develop assessment resources and processes via in-depth interviews with 30 teachers. The focus was on how teachers use and apply different assessment situations. The methodology, which was a predominately qualitative approach and adopted case study design, sought to use a set of criteria based on constructs from literature reviews to evaluate assessments. Thus these characteristics guided the study which included: a brief description of assessment and moderation; assessment materials/resources; assessment objectives; assessment activities; assessment/re-evaluation; and alignment/consistency. The case (one site) and 30 respondents were selected purposively. The study revealed that assessors need to use different methods of assessment depending on the socio-cultural setting of learners' environment and resources, if applicable. We argue that teachers should note the socialisation within their domain as well as the culture of their domain and domain-specific ways of talking, acting, and seeing the world.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A