This study aimed to investigate whether there was evidence of variation in the quality of School-Based Assessment (SBA), with specific reference to Grade 9 mathematics. Assessment has been a prime focal point for educational reform in recent years. In the South African context, there are common external assessments carried out below Grade 12. However, assessments are placed entirely in the hands of individual teachers. Moderation and monitoring as quality assurance mechanisms are also conducted internally at varying degrees, which raises the issues regarding the validity, reliability, and credibility of SBA tasks. Learner achievement in mathematics had recently been a debated issue in national and international assessments. Furthermore, South Africa's Grade 9 learners have been performing below the expected levels in mathematics as compared to the rest of the world. A qualitative research approach was used within a case study research design. Purposeful sampling was employed, and five schools with 15 participants were selected. The data were collected through questionnaires, semi-structured interviews, observations and field notes, and were triangulated by document analysis in order to make the findings and conclusions more reliable. This study revealed that there is a varying degree in the quality of mathematics SBA tasks, and a lack of knowledge about quality assurance mechanisms. In addition, the study revealed that the participating teachers lacked knowledge on how to develop high quality SBA tasks. This study followed Scheeren's input-process-output model (2004), which was further adapted to provide an opportunity to identify enhancing or impeding issues associated with the quality of SBA and learner achievement at Grade 9 level. / Dissertation (MEd)--University of Pretoria, 2016. / Science, Mathematics and Technology Education / MEd / Unrestricted

Despite the increasing importance of digitization in all facets of teaching and learning, digital moderation (eModeration) has received little attention in research and practice. No evidence-based requirements on the secondary school environment could be found for the development of a digital moderation system. This finding provided the rationale for an investigation into the requirements for an efficient eModeration system for IT and CAT assessments at grade 12 level in South Africa. A critical literature review was employed to explore eModeration and the requirements for a digital moderation system. This study is novel in exploring the applicability of post-adoption technology acceptance models to a pre-adoption system. The inquiry was guided by the overarching research question of: What are the requirements for an efficient eModeration system for IT and CAT SBA assessments at grade 12 level in SA? This dissertation concludes that there is currently no dedicated eModeration system in use in the secondary school environment. This study draws on the eModeration literature, the technology adoption literature and empirical research in the private secondary school environment of IT and CAT assessments at grade 12 level in South Africa to provide an evidence-based contribution to the requirements for an efficient eModeration system. The findings serve as a theoretical basis for future research into eModeration systems and can make a practical contribution to future practices and policies within schools and assessment bodies. / School of Computing / M. Sc. (Computing)