Research reveals that policy intentions seldom define classroom practice.
This research study uses continuous assessment as the 'case' to explore
the policy-practice relationship. The research approach adopted involved
a critical review of policy documents on continuous assessment;
interviews with Department officials; a survey questionnaire on
continuous assessment distributed to teachers in ten secondary schools;
and a detailed exploration of continuous assessment practice in three
institutional settings. The findings show that continuous assessment is
rarely implemented as policy intended; teachers at the classroom level
have transformed the aims of policy-makers to the extent that
implementation proceeds at some distance from the original policy
intentions; and teachers are experiencing numerous problems in
attempting to implement continuous assessment. / Thesis (M.Ed.)-University of Durban-Westville, 1997.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/2905 |
| Date | January 1997 |
| Creators | Ramsuran, A. |
| Contributors | Jansen, Jonathan D. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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