Education in Africa 
bibliographic database
| Previous page | New search |
The free AfricaBib App for Android is available here
 Periodical article |
 Leiden University catalogue |
 WorldCat |
| Title: | Continuous assessment as a self-initiated teacher development strategy in Swaziland: practice and challenges for effective implementation |
| Authors: | Modiba, M. Nsibande, R. |
| Year: | 2008 |
| Periodical: | Africa Education Review |
| Volume: | 5 |
| Issue: | 1 |
| Pages: | 68-83 |
| Language: | English |
| Geographic term: | Swaziland - Eswatini |
| Subjects: | pedagogy educational quality primary education |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/18146620802144800 |
| Abstract: | The paper reports on a study that clarifies the challenges that a primary school teacher in Swaziland faced in using continuous assessment (CA) as a self-initiated professional development tool. Drawing mainly on post-Fordist ideals the authors analyse the assessment tasks given to learners to establish the degree of agency, reflectivity and creativity invested in the choice, adaptation and re-design of assessment tasks that were suggested to the teachers by education authorities. Items within these tasks and how they were employed to serve the lesson objectives are drawn on to illustrate how the teacher who participated in the study took advantage of the professional autonomy the CA programme afforded her to judge the appropriateness of what was officially suggested. The curriculum expertise that informed the teacher's choice of items to reinforce or remedy learning is understood in terms of how she conceptualized CA as a tool to track learners' cognitive competence and as a resource for a self-directed professional development strategy. In conclusion, the authors suggest cues for the conditions under which the self-empowering elements of CA can function to improve both learning and teaching. Bibliogr., sum. [Journal abstract] |
