Managing Assessments for Supporting Progressed Learners in Vhembe District, Limpopo, South Africa

  • Fhulufhelo Patrick Muedi University of Zululand, KwaZulu-Natal, South Africa
  • Azwidohwi Philip Kutame University of Zululand, KwaZulu-Natal, South Africa
  • Thelma Z Ngidi University of Zululand, KwaZulu-Natal, South Africa
  • Chinaza Uleanya University of South Africa, Pretoria, South Africa


Assessment has been a significant component of teaching and learning process. However, it is very important to know that how assessment is being managed, as it is capable of contributing to both, the success or the failure of learners. Meanwhile, management of assessment becomes more crucial in the case of the “qualified to be progressed” (QP) learners. Hence, the current study investigates that how assessment of QP learners are managed by using 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Respondents are the teachers and participants from School Management Team (SMT) who were randomly and conveniently selected, respectively. Mixed-methods was employed for this particular study and data was collected through the use of two important tools, 1) questionnaire filled by 165 selected teachers, and 2) interviews conducted with 10 SMTs. The analyzed data were coded into themes. The findings of the study showed that the assessment of QP learners was managed at all grades through the utilization of examination timetables.  Besides, the question papers of previous examinations were also taken in as a part of the preparation for forth coming examinations. While, the current research found that homework timetables and moderation of peer assessment tasks were not properly assessed and practiced. Hence, the current study recommends that the need for the exploration of the use of moderation of peer assessment tasks, and homework timetables.

Keywords: assessment management, Limpopo, qualified progressed (QP) learners, South Africa


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