MEd (Curriculum Studies) / Department of Curriculum Studies / The aim of this study was to investigate the moderation of Business Studies assessment tasks in the FET band in the Soutpansberg Circuit Cluster of the Vhembe District. This study adopted the mixed-methods research design. The mixed-methods research design is the type of research which combines elements of qualitative and quantitative research designs for the purpose of breadth and depth of understanding and corroboration. Interviews and questionnaires were used to collect data from the participants. The population of the study comprised of Business Studies Subject Advisors, School Principals and Heads of Departments. Purposive sampling was used to select participants for qualitative data. The qualitative sample comprised of 3 Subject Advisors, 6 School Principals and 6 Heads of Departments. The qualitative sample comprised of 60 teachers of Business studies. Qualitative data was analysed thematically and Quantitative data through the SPSS version 25. The study revealed that he moderation of Business Studies assessment tasks has serious concerns that need to be addressed in many schools in the FET band. It is found out that successful implementation of moderation of business studies assessment tasks can be achieved if all stakeholders are well trained. The study recommended that the Department of Basic Education should manage the moderation of assessment tasks properly. Subject- advisors, School Principals, Heads of Departments and teachers should be capacitated to conduct moderation of assessment tasks effectively because of constant curriculum changes. / NRF

MEd (Educational Management) / Department of Educational Management / The aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics.