Research Paper
Year: 2020 | Month: August | Volume: 7 | Issue: 8 | Pages: 413-424
Interrogating Complementarity in the Implementation of School-Based Assessment in South African Schools
Jack Chipfiko1, Cosmas Maphosa2
1Jacob Mdluli High School, Mpumalanga, South Africa
2Institute of Distance Education, University of Eswatini, Eswatini
Corresponding Author: Cosmas Maphosa
ABSTRACT
The complementarity of the roles of participants is critical for success in the implementation of any programme. The roles of the different stakeholders need to be fine-tuned for the objectives of a programme to be achieved. The biggest hurdle with School-Based Assessment, as educational policy reform, has been its implementation, and among the several issues is the complementarity of the roles of teachers and learners. The current study focused on how the synchronisation of the roles of teachers and learners can create missing knowledge on the implementation of SBA in South African high schools. The study unpacked this issue from the perspectives of the different participants. A quantitative research design was employed in which a sample of hundred and forty respondents provided data collected from closed questionnaires. The findings in the study revealed a lack of consistency in the complementarity of roles of teachers and learners in the implementation of SBA in high schools. This signals an impediment in SBA as a teaching and learning tool
Keywords: Assessment, Complementarity, Roles, teachers, learners, schools
[PDF Full Text]