The Department of Education has introduced a policy of Continuous Assessment
(CASS) in grades 11 and 12. This, however, does not mean that the current policies
such as senior certificate examinations will immediately change. It appears that the old
and the new practices will co-exist. This implementation of CASS took place in some
environments characterised by enormous infra-structural backlogs, resource limitations,
inadequate supply of quality learning support materials and absence of common
national standards for learning and assessments. Consequently, the purpose of this
interpretive research is to investigate how CASS has been implemented in grades 11
and 12 Physical Science classrooms in three disadvantaged secondary schools. This
research study is a qualitative case study of three secondary schools in a school circuit.
The three secondary schools were chosen on the basis of their varying socio-economic
backgrounds and history related to quality of work and innovation. The research study
examines the contexts and processes that took place during the implementation of
CASS in these schools.
The principal theories underpinning this study are those supporting educational change
and curriculum innovation. The argument is that different understandings of the nature
of the curriculum have important implications for the implementation of curriculum
change. The literature was reviewed to expand the argument that curriculum change has
different meanings and is dependent on the context. In this research study, curriculum
changes in South Africa, the meaning of curriculum changes, CASS and CASS policy
are discussed. The research methods used to gather data are semi-structured interviews,
document analysis and questionnaires. The participants in this study were grade 11 and
12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11
and 12 Physical Science learners from each school. The three schools were visited in the
second half of 2002. This research study considered the roles and importance of
learners, teachers, school management team, community and external inputs for the
successful implementation of CASS.
The feedback from teachers, HOD's, and learners were analysed and discussed. The
schools were found to have profiles and strategies that were unique, but also some
principles, practices and characteristics were common. The overall findings show that
CASS has been implemented in these classrooms, but the strategies that are mostly used
are those which were used in a content-based curriculum. For example, tests,
classwork and homework were common in these schools. This study therefore suggests
that more thorough and different support and developmental programmes be put in
place so as to equip teachers with the skills necessary to implement CASS. This study
also suggests that further research in schools be conducted, so that the best procedures
are used to ensure the effective implementation of curriculum innovation in South
Africa. / Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3196 |
| Date | January 2004 |
| Creators | Shilenge, Veronica Zanele. |
| Contributors | Hobden, Paul Anthony. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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