This dissertation presents multiple facets of the assessment system reform of the School Leaving Certificate (SLC) exam in Nepal through grounded theory methodology. The main purpose of this study is to develop a substantive grounded theory of the reform that explicates a complete process of the assessment reform, i.e., how this reform was conceptualized, what was done as a foundational preparation, how it was implemented, and what were the preliminary responses to the reform implementation. In order to theorize the reform process, this study applied a constructivist grounded theory approach, specifically based on the work of Charmaz (1996, 2005, 2006, 2012), as the research methodology. The data were collected by conducting 10 focus group discussions and 24 one-on-one semi-structured interviews. The participants represented almost all the categories of stakeholders (e.g., policymakers, employers, teachers, students) as well as experts and educators. The emergent conceptual categories and sub-categories from the interviews and focus group discussions were categorized under three constructs: (1) Conceptualization of the reform, (2) implementation of the reform and (3) reform effects. The first construct covers those theme categories and sub-categories that state the origin and type of the reform, reform aims, and framework as well as preparation for the reform. Similarly, the second construct includes those theme categories and sub-categories that inform the mechanism underpinning reform related information dissemination, the strategic plan used to implement the reform and factors that could influence the reform process. Finally, the third construct comprises those categories that discuss reform associated quandaries and condemnation, factors contributing to magnifying the quandaries, resultant opportunities from the reform, reform impact, step forward, and other relevant categories. The findings have been explicated under three phases- the pre-implementation phase, the implementation phase and the post-implementation phase as the integrated grounded theory. The theoretical components presented under the pre-implementation phase include exhaustive analysis of need and feasibility; input from experts, educators and key stakeholders; clarity on reform aims and objectives; cooperative triangular relationships; comprehensive documentation; explicit roadmap and exhaustive planning; infrastructure and resource management, and capacity building. Similarly, three major theoretical components- teacher advocacy, stakeholder ownership, and timely and authentic information have been described under the implementation phase. Finally, eight major theoretical components, such as identification and analysis of resulting issues, immediate actions for the urgent/sensitive issues, special programs for the low-grade holders, bridge between academic and vocational programs, need for impact analysis, effective communication channel, need for institutional memory, need for an unconventional assessment system, and need for a resourceful unit of assessment and testing have been presented under the post-implementation phase. The combination of the theoretical components described under the three phases mentioned above is the integrated substantive grounded theory of the assessment system reform in Nepal. This study contributes by adding value for those involved in assessment reform as well as the academicians and researchers because it puts forward recommendations for foundational preparation and homework in the conceptual phase of assessment reform; action steps to minimize the possible resistance to reform; strategies to implement the reform successfully; and initiatives to institutionalize the reform or address the resulting issues and concerns.

Why has teachers’ classroom work remained relatively stable despite an enormous amount of change in educational policy? In 1998 the national Department of Education of South Africa introduced a new policy on assessment to complement its new curriculum policy introduced in 1997. With its emphasis on performance–based outcomes, the assessment policy constituted a decisive and significant break from the past assessment policy. This research focuses on the implementation of the new assessment policy by classroom teachers. The study is guided by the following three research questions: 1: What are teacher understandings and beliefs with regard to assessment policy? 2: In the context of official policy, how do teachers practice assessment in their classrooms? 3: How can the continuities and the discontinuities between official policy on assessment and teachers’ assessment practice be explained? After reviewing the literature on policy implementation, the study articulated a broader conceptual framework drawing on the construct of ‘deep change’. This perspective supplements rather than supplants dominant approaches to policy implementation. The ‘deep change’ framework suggests a more incisive approach to understanding the relationship between policy and practice. This study presents and tests three propositions about change, namely: Proposition One: That teachers may not have a deep, sophisticated understanding of a new assessment policy even if there is evidence of strong rhetorical commitment to the policy. Proposition Two: That teachers may not be able to reconcile their own assessment beliefs and capacities with the stated goals of a new assessment policy. Proposition Three: That teachers may find traditional assessment practices (that is, examinations and testing) to hold greater efficacy in the classroom than the alternatives required by a new assessment policy. A case study approach was undertaken with two Grade 8 science teachers from two different contexts, one from an under-resourced township school, and the other from a well-resourced urban school. Using evidence from questionnaires, free-writing schedules, extensive pre-lesson and post-lesson interviews, prolonged non-participant classroom observations, teacher records and documents, and student records and examinations, the study found that the two teachers had a surface understanding of the new assessment policy; the teacher from the well-resourced, urban school was able to implement some of the new assessment methods, while the teacher from the under-resourced, township school did not implement any of the new methods of assessment required by the new assessment policy; both teachers were unable to reconcile their own assessment beliefs and capacities with the stated goals of a new assessment policy; and both teachers found the traditional assessment practices (that is, examinations and testing) to hold greater efficacy in the classroom than the alternatives required by a new assessment policy. In other words, the study found that teachers did not have a deep understanding of the assessment policy and did not change their assessment practices deeply as required by the assessment policy. The study argues that educational policies will do little to achieve deep changes in teachers’ pedagogical practices without concurrent attention to a strong theory of change. The study concludes with implications for teacher learning, professional development of teachers, theory and research. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004. / Education Management and Policy Studies / unrestricted