Enhancing teacher assessment practices in South African schools: evaluation of the assessment resource banks
SOURCE: Education as Change
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): A.Kanjee
KEYWORDS: ASSESSMENT RESOURCE BANKS, EDUCATION, EDUCATION, EVALUATION
Print: HSRC Library: shelf number 5940
HANDLE: 20.500.11910/4732
URI: http://hdl.handle.net/20.500.11910/4732
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): A.Kanjee
KEYWORDS: ASSESSMENT RESOURCE BANKS, EDUCATION, EDUCATION, EVALUATION
Print: HSRC Library: shelf number 5940
HANDLE: 20.500.11910/4732
URI: http://hdl.handle.net/20.500.11910/4732
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The effective use of assessment by teachers can have a significant impact on improving learning. However, teachers require adequate support and appropriate resources to enhance their classroom assessment practices. This article reports on the results of a study which evaluated the effectiveness of Assessment Resource Banks (ARBs) for supporting teachers in rural primary schools to improve their classroom assessment practices. These ARBs are teacher booklets that comprise sets of Literacy and Numeracy tasks for use in assessing learner performance against the national Assessment Standards. The ARBs were piloted in 450 rural schools across four provinces. Data for the evaluation was obtained from classroom observations and interviews conducted in a sample of pilot schools and teacher and principal surveys administered in all pilot schools. The results of the evaluation indicate that providing teachers with relevant assessment resources can improve their classroom assessment practice. Most teachers reported that they found the ARBs to be extremely useful for conducting classroom assessments, and used them on a regular basis. In addition, the ARBs also provided a valuable resource for the planning and presentation of lessons as well as for assigning class work and homework exercises. The article concludes by highlighting future development and research needs in the deployment of ARBs in South African schools.-
Related Research Outputs:
- Applications of classroom assessments for improving learning: the use of assessment resource tasks
- Improving teaching & learning in SA schools: teacher pedagogy and assessment practices
- Implications for multilingual education: student achievement in different models of education in Ehiopia
- Report on the fortieth general assembly meeting of the International Association for the Evaluation of Educational Achievement (IEA), Oslo, Norway, 30 August - 2 September 1999
- Portfolio assessment workshop
- Report on World Bank development week
- An evaluation study of the implementation of common tasks for assessment in English and maths
- Marking matric: colloquium proceedings
- Methodological issues in measuring learner flow-through in the education system
- WCED Grade 8 assessment tasks 2006: preliminary findings
- Automated diagnostic feedback to learners, teachers, parents and education managers from large-scale school-achievement assessment
- Development and application of education indicators in South Africa
- Grade 9 national assessment pilot monitoring report
- Pilot study of the grade 6 English (FAL) & mathematics assessment items
- Developing education quality indicators in South African schools: multilevel analysis of factors affecting the achievement level of grade 6 learners
- Summary proceedings of the NEQI International Advisory Panel meeting
- Large scale assessment of mathematics achievement: challenges for improving learning in South African classrooms
- Assessment systems in southern Africa - challenges for improving learning
- Development of a computerised classroom assessment system
- Creating knowledge (Mveledzandivho) - a task without finish: final evaluation report