Conflicting Demands: Assessment Practices in Three South African Primary Schools Undergoing Desegregation

@inproceedings{Vandeyar2005ConflictingDA,
  title={Conflicting Demands: Assessment Practices in Three South African Primary Schools Undergoing Desegregation},
  author={Saloshna Vandeyar},
  year={2005}
}
Recent educational reforms in South Africa have been framed by an outcomes-based education (OBE) policy. One of the assumptions underlying this nationally directed educational reform process is that teachers will be both willing and able to adapt their teaching and assessment practices accordingly. Yet, there is considerable evidence to suggest that this is not so (Harley & Wedekind, 2004; Jansen, 2001; Jita, 2002; Sieborger & Nakabugo, 2001; Vandeyar & Killen, 2004a). The change in educational… CONTINUE READING

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