The proliferation in the number of schools offering junior secondary education in Namibia since independence in 1990 has led to an increase in the number of learners in the classroom and has created a wide range of mathematical proficiency among learners entering senior secondary education in grade 11. This broad range of basic mathematical ability among these learners, together with increasing classroom numbers has caused problems for the senior secondary mathematics teachers (Batchelor, 2004). The study shows that diagnostic testing can prove to be useful in assessing learners’ mathematical preparedness by identifying learners’ areas of weakness, which have hindered their mathematics learning and performance. Taking the results of a diagnostic test into consideration could help teachers cater for their learners who need remediation classes as early as possible before extending the mathematics curriculum. Setting and using diagnostic testing requires careful consideration; there are many pitfalls that are highlighted in this research. These include question coverage and general analysis of category totals.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:rhodes/vital:1627 |
| Date | January 2011 |
| Creators | Mwandingi, Albertina Ndahambelela |
| Publisher | Rhodes University, Faculty of Education, Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MEd |
| Format | 139 leaves, pdf |
| Rights | Mwandingi, Albertina Ndahambelela |
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