Document Type	Master's Dissertation
Author	Keetshabe, Isaac Keoagile Masole
Email	ikeetshabe@yahoo.co.uk
URN	etd-07282010-165242
Document Title	The influence of teacher beliefs on their assessment practices
Degree	MEd
Department	Humanities Education
Supervisor	Advisor Name Title Prof S Vandeyar Supervisor
Keywords	learner-centred curriculum teacher-centred curriculum Botswana
Date	2010-04-29
Availability	unrestricted
Abstract After decades of implementing a teacher-centred curriculum in Botswana, a learner-centred curriculum was introduced into the education system in 1998. The course of this, teachers had to make a paradigm shift that radically affected the manner in which they were expected to assess learners. I utilised a qualitative case study as the basis for this research which sets out to investigate how the release of teachers influence their assessment practices. The following three findings emerged from this study: Firstly, although the curriculum recommended a learner-centred approach, teachers have been inadequately trained and prepared for learner-centred assessment. Secondly, despite their inadequate training, it seems that teachers had developed confidence in their ability to carry out these new assessment practices. Thirdly, despite this radical policy change, many teachers are still utilizing teacher-centred assessment practices. Copyright © 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Keetshabe, IKM 2009, The influence of teacher beliefs on their assessment practices, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-07282010-165242/ > E10/285/gm
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