This research sought to investigate how appropriate the Continuous Assessment (CASS) and Common Task for Assessment (CTA) are as assessment models for the General Education and Training Certificate (GETC) with specialization in Economic and Management Science. It examined the appropriateness of quality assurance mechanisms that were used in CASS and CTA at Grade 9 level, with specific reference to Economic and Management Science. The research question further examined how valid the CASS tasks are and how reliable the CASS and CTA marks are at Grade 9 level, with reference to EMS? The qualitative research approach was used within a case study research design. Thus purposeful sampling was used to select the five participants of this study, namely; two EMS educators, two EMS departmental heads and the District facilitator for EMS. Data was collected through semi-structured interviews, document analysis and observations, and triangulated to support the conclusions and to make the findings more reliable. The results indicated that teachers lacked the skills to construct tasks of high quality, assessment plans, and assessment tools. As a result, they resorted the use of tests as a dominant form of assessment. The study further revealed that moderation of Grade 9 School-Based Assessment occurred at various levels of the education system, namely at school, cluster and provincial level. The study showed that there was a corroboration of concepts used in the conceptual framework based on the open system theory, as teachers’ qualifications contributed to the effective development and implementation of the learning programmes in Economic and Management Science. However, the procedures used in conducting moderation were not regarded in a favourable light. The difficulty of CTA was attributed to the non-coverage of all assessment standards during the implementation of CASS. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted