Assessment Policy in Post-Apartheid South Africa: Challenges for Improving Education Quality and Learning

Autor/inn/en	Kanjee, Anil; Sayed, Yusuf
Titel	Assessment Policy in Post-Apartheid South Africa: Challenges for Improving Education Quality and Learning
Quelle	In: Assessment in Education: Principles, Policy & Practice, 20 (2013) 4, S.442-469 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.838541
Schlagwörter	Foreign Countries; Educational Assessment; Educational Policy; Educational Quality; Policy Formation; Educational Change; National Curriculum; Curriculum Development; Racial Segregation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Politische Betätigung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rassentrennung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The South African education system has witnessed significant changes since 1994 when the democratically elected government began the process of dismantling the inherited apartheid order. The primary focus of the transformation process was to address the twin imperative of equity and quality in education, particularly for the historically marginalised black population. A key aspect of this transformation process remains the development of alternative assessment policies. This paper reviews the changes focusing on the stated rationale as well as their underlying assumptions and implications for practice. It argues that the changes have in many respects addressed the most obvious effects of the previous apartheid systems. However, it notes that, notwithstanding the policy intentions, assessment policy since 1994 has favoured a measurement focused-approach in the classroom, which has hindered a shift towards an assessment for learning approach. This, it argues, is partly fuelled by the abiding belief in and commitment to classroom testing and examinations as well as external national assessments as the key criterion for reforming learning and teaching practices in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10