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

##plugins.themes.academic_pro.article.main##

Fhulufhelo Patrick Muedi
Azwidohwi Philip Kutame
Thelma Z Ngidi
Chinaza Uleanya

Abstract

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

##plugins.themes.academic_pro.article.details##

References

Adams, R. V., & Blair, E. (2019). Impact of time management behaviors on undergraduate engineering students’ performance. Sage Open, 9(1), 1-11. https://doi.org/10.1177/2158244018824506
Adie, L., & Klenowski V. (2016). Moderation and assessment. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory. Springer. https://doi.org/10.1007/978-981-287-532-7_393-1
Ahmad, S., Batool, A., & Hussain, A. (2019). Path relationship of time management and academic achievement of students in distance learning institutions. Pakistan Journal of Distance & Online Learning, 5(2), 191-208.
Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. (2021) Impact of time-management on the student’s academic performance: A cross-sectional study. Creative Education, 12, 471-485. https://doi.org/10.4236/ce.2021.123033
Andersson, H. (2015). School timetabling in theory and practice: A comparative study of Simulated Annealing and Tabu Search [Undergraduate thesis]. Umea University.
Black, P., & William, D. (1998). Assessment & Classroom, Assessment in Education: Principles, Policy and Practice. Carfax.
Centre for Teaching Innovation. (2021). Peer assessment. Cornell University. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment
Charles Sturt University. (2021). Division of Learning and Teaching: Assessment types. Charles Sturt University. https://www.csu.edu.au/division/learning-teaching/assessments/assessment-types
Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approach. Sage.
Das, P., & Bera, S. (2021). Impact of time management on students’ academic achievement at secondary level. GIS Science Journal, 8(2), 227-233.
Department of Basic Education. (2016). National Senior Certificate Diagnostic Report. Department of Education, Republic of South Africa. https://www.education.gov.za/Portals/0/Documents/Reports/NSC%20DIAGNOSTIC%20REPORT%202016%20WEB.pdf?ver=2017-02-17-100126-000
Department of Basic Education. (2017, October 31). Basic Education on policy on progression and policy on multiple examination opportunity. Polity. https://www.polity.org.za/article/dbe-basic-education-on-policy-on-progression-and-policy-on-multiple-examination-opportunity-2017-10-31
Department of Education. (2008). Moderate Assessment. Department of Education, Republic of South Africa. https://nanopdf.com/download/moderate-assessment-department-of-basic-education_pdf
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The Impact of Peer Assessment on Academic Performance: A meta-analysis of Control Group Studies. Education Psychology Review, 32, 481–509. https://doi.org/10.1007/s10648-019-09510-3
du Boulay, B. (2009). Study Skills for Dummies. John Wiley & Sons.
Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: Evaluation, assessment and accountability in times of crises - reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237–270. https://doi.org/10.1007/s11092-020-09322-y
Kumar, R. (2019). Research Methodology: A step by step guide for beginners (5th Ed.). Sage.
Leepo, S. R. (2015). Strategies to deal with academic underperformance in grade 12 in the Free State [Doctoral dissertation, Central University of Technology]. Central University of Technology, DSpace Repository. http://ir.cut.ac.za/bitstream/handle/11462/1164/Leepo%2c%20Sello%20Rubben.pdf?sequence=1&isAllowed=y
Linnell-Olsen, L. (2021, August 17). How to Make a Better Homework Schedule for Your Family? Verywell Family. https://www.verywellfamily.com/making-a-homework-routine-2601532
Mogale, M. L., & Modipane, M. C. (2021). The implementation of the progression policy in secondary schools of the Limpopo province in South Africa. South African Journal of Education, 41(1), 1-10. https://dx.doi.org/10.15700/saje.v41n1a1853
Stăncescu, I., & Drăghicescu, L. M. (2017). The importance of assessment in the educational process -science teachers’ perspective (Paper presentation). In European Proceedings of Social & Behavioural Sciences. http://dx.doi.org/10.15405/epsbs.2017.07.03.89
Strauss, V. (2020, September 01). Does homework work when kids are learning all day at home? The Washington Post. https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/
Tosuncuoglu, T. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167. https://doi.org/10.11114/jets.v6i9.3443
Uleanya, C. (2021). Exploring Undergraduates' Perception on Assessments and Feedbacks at Selected Nigerian and South African Rural Universities. Universal Journal of Educational Research, 9(4), 836-843. https://doi.org/10.13189/ujer.2021.090417
van der Berg, S., Tylor, S., Gustafsson, M., Spaull, M., & Armstrong, P. (2011). Improving Education Quality in South Africa. National Planning Commission. https://resep.sun.ac.za/wp-content/uploads/2017/10/2011-Report-for-NPC.pdf
Wicks, J., & Child, K. (2017, July 4). Pass mark debate highlights need for teacher development in maths. Sowetan Live. https://www.sowetanlive.co.za/news/2017-07-04-pass-mark-debate-highlights-need-for-teacher-development-in-maths/
3RC Educate, Motivate & Inspire (2020). Benefits of Studying Past Exam Papers. 3RC. https://3rc.co.za/benefits-of-studying-past-exam-papers/