The primary purpose of this study was to determine the manner in which
assessment in mathematics is carried out in the Middle Schools. The study
further identified problems educators encountered in assessing learners in
mathematics and suggested possible solutions to problems encountered by
educators in assessing learners in mathematics.
Data was collected through questionnaires responded to by Middle Schools'
mathematics educators and through the structured interview. Senior Phase
mathematics educators responded to the questionnaire, which contained a
blend of both dosed and open-ended questions. Educators took part in the
structured interview in which a tape recorder was used.
The study established that educators find it challenging to assess learners'
mathematics work within the context of Outcomes Based Education and
Curriculum 2005, even though the research was able to establish that in-service
workshops on assessment in mathematics were conducted. Perhaps
this calls for a new approach in conduction in-service workshops. Central to
the recommendations of this research is a suggestion that there is a need for
in-service workshops, which should focus on areas such as skills to be
assessed in homework, class work, tests, examinations, projects,
investigative activities and assignments. It was further recommended that
educators should be trained on how to prepare rubrics for assessment of
learners' mathematics work. / (M.Ed.) North-West University, Mafikeng Campus, 2005
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/11228 |
| Date | January 2005 |
| Creators | Seeletse, Aaron Noah |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0042 seconds