The literature has shown that the traditional way of assessment which is paper-pencil
tests and/or examinations has always been the most dominant and trusted form of
assessment. This study investigated assessment practices of Zenon high school teachers
in Lesotho. Assessment practices investigated by this study are of teachers from all
subjects taught at the above-mentioned school. The study has been based on formative
and summative assessment concepts. To answer one overarching research question, a
case study approach has been used. Questionnaires were administered to 28 teachers in
one school. Teachers' assessment documents and learners' exercise books were analyzed.
The data collected were analyzed by means of tables and graphs. The findings from 14
teachers revealed that teachers use various assessment techniques to assess learners, but
the most dominant form of assessment employed by teachers in all nine subjects is
traditional paper-pencil tests/examinations. Teachers use traditional tests/examinations
because they are convinced that it is the best way through which they can discover how
learners have acquired what they have been taught. Alternative assessments or
assessment techniques that require time to complete like practical projects etc are rarely used by teachers. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/1528 |
| Date | January 2006 |
| Creators | Tsilo, Mathabo Claurina. |
| Contributors | Combrinck, Martin. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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