Educators' conceptions and practice of classroom assessments in post-apartheid South Africa

Abstract

The changes in post-apartheid South Africa have been accompanied by considerable changes in the education system. The most notable include desegregation of schools, development of a National Qualifications Framework, adoption of new language policies for education, and introduction of outcomes-based curricula. However entrenched assessment practices appear to be hampering the efforts to transform school education. An analysis of the assessment practices of three Grade 4 educators in multilingual classrooms revealed that the educators were unable or unwilling to adapt their assessment practices to the changing demands of South African school education.

South African Journal of Education Vol. 27 (1) 2007: pp. 101-115