An Investigation into assessment reform in South Africa with special reference to common task assessment
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Date
2013
Authors
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Journal ISSN
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Publisher
University of Zululand
Abstract
The purpose of this study was to examine the attitude and perception of grade 9 mathematics teachers
to CTA (common task assessment) 2009 as well as their understanding of the role of CTA.
Six secondary schools in Pietermaritzburg area in the province of KwaZulu-Natal were selected as cases
for an in-depth qualitative study. Two schools were African schools and the other three were multiracial
school and one private school.
Fourteen (14) teachers were interviewed and were observed teaching mathematics. The study utilised
participant observation, interviews and relevant documents as source of data collection. The main
finding of the study was the frustrations expressed by teachers not clearly understanding what is
expected of them and also the lack of official support for meaningful implementation and general lack of
teachers understanding of the role of CTAs. Most teachers raised their concerns about the lack of
mathematics content in grade 9 mathematics CTAs.
Most teachers raised concerns about CTAs content favouring or geared towards mathematical literacy
and leaving out pure mathematics and failing to prepare learners to be competent in mathematics and
failing completely to prepare learners for grade 10 pure Mathematics.
Description
Thesis submitted to the Faculty of Education in fulfilment of the requirements
for the Degree of Masters in the Department of Mathematics, Science and
Technology Education at the University of Zululand, South Africa, 2013.
Keywords
Common task assessment, Mathematics education