NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177901
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
Continuous Assessment Results versus End-of-Year Examination Marks in Grade 10 Mathematics in Namibia: The Statistics and Teachers' Opinions
Samson, Duncan; Desmond Marongwe, Anesu
African Journal of Research in Mathematics, Science and Technology Education, v17 n3 p196-205 2013
Classroom-based continuous assessment (CA) has become an important component of Namibia's post-independence emphasis on learner-centred education. This paper compares continuous assessment results with end-of-year examination marks for Grade 10 Mathematics for the years 2008-2010. Against this backdrop, and given that classroom-based continuous assessment contributes 35% to the Grade 10 promotional mark for Mathematics, the paper then interrogates teachers' views of the importance and role of classroom-based continuous assessment. A comparison of average CA and end-of-year examination marks for 62 Junior Secondary schools in the Oshikoto region of Namibia for the years 2008-2010 shows that the dominant trend over this 3-year period was an average CA mark that was notably lower than the average end-of-year examination mark, all three years showing a weak correlation between average CA and end-of-year examination marks. An analysis of the interview data from three principals and 15 mathematics teachers suggests that while the use of continuous assessment is generally valued in terms of its potential to inform the teaching and learning process, use of classroom-based continuous assessment as a component of the Grade 10 promotional mark has given rise to tensions between the summative and formative purposes of CA. More specifically, there is evidence to suggest that the inclusion of a CA component in the promotional mark may be emphasising summative aspects of CA to the detriment of its formative value.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Namibia
Grant or Contract Numbers: N/A