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| Titel: |
Coming to Grips with Continuous Assessment |
| Auteur: |
Glover, Peter Thomas, Rosemary |
| Verschenen in: |
Assessment in education |
| Paginering: | Jaargang 6 (1999) nr. 1 pagina's 117-127 |
| Jaar: |
1999-03-01 |
| Inhoud: |
In the aftermath of the apartheid years the South African education system is being reformed and the curriculum transformed. One reason for doing so is that the old curriculum, apart from being the product of a universally discredited past, is also inappropriate for a developing economy in the 21st century. The new curriculum espouses outcomes based education. This shifts curricular emphasis from prescribed content knowledge to a learner centred, teacher facilitated, activity based style of education. Teachers must become adept at perceiving clues to a learner's thinking by observing science activities closely. The method of 'dynamic assessment' is discussed. It involves teachers eliciting clues or observing and interpreting learners' actions as a reflection of their concept development. By acting immediately when the learner is judged to be at a 'point of divergence' the teacher can pre-empt a conceptually costly meander. Teaching in this way requires confidence as well as good subject knowledge. The Primary Science Programme (PSP), where both authors are employed, is an in-service organisation. The PSP's work suggests that clear performance indicators which articulate distinctly what teachers must focus on is a powerful teaching and in-service mechanism. The new South African curriculum is discussed and shown to be demanding for teachers. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 12 gevonden artikelen
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