Document Type Master's Dissertation Author Keetshabe, Isaac Keoagile Masole firstname.lastname@example.org 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
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.
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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/ >
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