An Investigation into assessment reform in South Africa with special reference to common task assessment

The purpose of this study was to examine the attitude and perception of grade 9 mathematics teachers to CTA (common task assessment) 2009 as well as their understanding of the role of CTA. Six secondary schools in Pietermaritzburg area in the province of KwaZulu-Natal were selected as cases for an in-depth qualitative study. Two schools were African schools and the other three were multiracial school and one private school. Fourteen (14) teachers were interviewed and were observed teaching mathematics. The study utilised participant observation, interviews and relevant documents as source of data collection. The main finding of the study was the frustrations expressed by teachers not clearly understanding what is expected of them and also the lack of official support for meaningful implementation and general lack of teachers understanding of the role of CTAs. Most teachers raised their concerns about the lack of mathematics content in grade 9 mathematics CTAs. Most teachers raised concerns about CTAs content favouring or geared towards mathematical literacy and leaving out pure mathematics and failing to prepare learners to be competent in mathematics and failing completely to prepare learners for grade 10 pure Mathematics.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2013

Author dc:creator

• Xulu, Themba Russel

Advisor dc:contributor.advisor

• Khuzwayo, H.B.

• Common task assessment
• Mathematics education

Licence

• https://devspace.unizulu.ac.za/bitstreams/23bed9c3-ad42-442a-874b-a153d700d3aa/download