Part V: commentary: planning and assessment from a South African perspective
SOURCE: Teaching and learning secondary school mathematics: advances in mathematics education
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2019
TITLE AUTHOR(S): V.Reddy
SOURCE EDITOR(S): A.Kajander, J.Holm, E.Chernoff
KEYWORDS: EVALUATION, PLANNING, SECONDARY SCHOOL CURRICULUM
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10736
HANDLE: 20.500.11910/13527
URI: http://hdl.handle.net/20.500.11910/13527
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2019
TITLE AUTHOR(S): V.Reddy
SOURCE EDITOR(S): A.Kajander, J.Holm, E.Chernoff
KEYWORDS: EVALUATION, PLANNING, SECONDARY SCHOOL CURRICULUM
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10736
HANDLE: 20.500.11910/13527
URI: http://hdl.handle.net/20.500.11910/13527
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This commentary focusses on the six papers related to Planning and Assessment through the lens of a South African researcher. Both countries acknowledge the role of assessments to improve student learning outcomes. This set of papers focusses on different forms of assessment and how the teacher uses assessments inside classrooms to improve the learning experience. There is a silence in the papers around the learning context and the history associated with the context. Drawing on the South African experience, the commentary explains how the socioeconomic context influences the learning processes.-
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