School-based assessment : the leash needed to keep the poetic 'unruly pack of hounds' effectively in the hunt for learning outcomes

• Published in: South African journal of education Vol. 30; no. 2; pp. 277 - 292
• Main Authors: Reyneke, Maryna, Meyer, Lukas, Nel, Carisma
• Format: Journal Article
• Language: English
• Published: Education Association of South Africa (EASA) 2010; Education Association of South Africa
• Subjects: Curriculum; Education & Educational Research; Education reform; Education, Scientific Disciplines; Educational Assessment; Educational Objectives; English (Second Language); English Teachers; Foreign Countries; High Stakes Tests; Public education; Public Schools; Qualitative Research; Questionnaires; Secondary School Teachers; South Africa; Statistical Analysis; Teacher Attitudes; Teachers; Teaching; Training; South Africa
• ISSN: 0256-0100; 2076-3433; 2076-3433
• DOI: 10.15700/saje.v30n2a339

The problem with assessment in South African public schools persists. In 2008 thousands of candidates taking South Africa's first ever National Certificate Examination could not be resulted because of a failure to report school-based assessment (SBA) tasks. Only 62.5% of candidates prepared for the final external examination through a process of continuous SBA passed. In 2009 the pass rate dropped to a new low of 60.7%, which begs the question : why is SBA not serving its purpose of enhancing learning and preparing candidates for the high stakes external examinations? We focus on English First Additional Language (EFAL) teachers' perceptions of SBA in the Further Education and Training (FET) band and the challenges they face with the implementation of the curriculum that calls for drastic changes in assessment practice.