Assessment Alternatives--Compliance versus Custom? A Case Study of Five South African Mathematics Teachers

Autor/inn/en	Krishnannair, Anilkumar; Christiansen, Iben
Titel	Assessment Alternatives--Compliance versus Custom? A Case Study of Five South African Mathematics Teachers
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 17 (2013) 3, S.255-264 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2013.848538
Schlagwörter	Foreign Countries; Case Studies; Mathematics Teachers; Alternative Assessment; Mathematics Tests; Secondary School Teachers; Grade 10; High School Students; Interviews; Decision Making; Compliance (Legal); Outcome Based Education; Educational Change; Discourse Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Decision-making; Entscheidungsfindung; Lernerfolgsmessung; Bildungsreform; Diskursanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers choose assessment tasks and how it links to their teaching. This paper reports on a case study of five grade 10 mathematics teachers, chosen from five different schools. Data were collected through interviews and analysis of samples of assessments. Ernest's categorization of educators' philosophies and Boesen's classification of competences were used as theoretical frameworks for the analysis of samples of assessments and interviews. The educators' choice of alternative assessment strategies was found to be more of a gesture of compliance with what has been advocated in the Outcomes-Based Education curriculum, rather than a concerted effort to embrace principles of educational reform. Though the teachers' discourses were more inclusive of progressive perspectives on the purpose of assessments, their actual assessment practices still remained within the confines of traditional procedural tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01