An exploration of teachers' implementation of continuous assessment in Grade 10 Mathematics in Oshikoto education region
| dc.contributor.author | Mupupa, Simon P. | |
| dc.date.accessioned | 2017-03-20T09:13:50Z | |
| dc.date.available | 2017-03-20T09:13:50Z | |
| dc.date.issued | 2017 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Curriculum, Instruction and Assessment Studies) | en_US |
| dc.description.abstract | The purpose of this research study was to explore the implementation of Continuous Assessment (CA) in Grade 10 Mathematics in Oshikoto Education Region. The study employed explanatory mixed methods research design which was carried out sequentially, beginning with the quantitative phase and then the qualitative phase. Ten Grade 10 Mathematics teachers from ten schools (one from each school) were selected for the quantitative phase which involved the use of questionnaires. From ten teachers, five were drawn for one-on-one semi-structured interviews. In addition to one-on-one interviews, document analysis was also used as an instrument for qualitative data collection. The questionnaires were used to collect data on how the teachers were implementing CA, while interviews and document analysis were used to obtain teachers’ understanding, their perceptions toward CA and to analyse the quality of CA instruments used, respectively. The study revealed that the implementation of CA is characterised by many factors which influence its effective implementation. These include lack of training in CA among some respondents, lack of guidance on the development and marking of some assessment tasks, lack of uniformity in the process of CA implementation among the schools which participated, incidents of manipulation of CA marks and issues related to CA validity and reliability, among others. The study concludes that the implementation of CA in the schools which participated is not on par with the national norms. Based on the findings, the study recommends, inter alia, rigorous teacher training and guidance, standardization of CA procedures, monitoring and CA policy-related advocacy to enhance teachers’ assessment capacities. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/1938 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Continuous assessment | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject.lcsh | Mathematics, Study and teaching(Secondary) | |
| dc.subject.lcsh | ||
| dc.title | An exploration of teachers' implementation of continuous assessment in Grade 10 Mathematics in Oshikoto education region | en_US |
| dc.type | Thesis | en_US |