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ERIC Number: EJ982550
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0267-1522
"I Just Do as Expected". Teachers' Implementation of Continuous Assessment and Challenges to Curriculum Literacy
Nsibande, Rejoice N.; Modiba, Maropeng M.
Research Papers in Education, v27 n5 p629-645 2012
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assessment exercises they used reflect their understanding of the content they had to teach, the discipline from which it was drawn and intentions of the CA programme. In conclusion, we provide cues that may be useful to further these teachers' curriculum literacy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Swaziland