Abstract
Communicating assessment results is an intergral part of classroom assessment. The National Protocol on Assessment (Department of Education; 2011) provides guidelines on how recording and reporting should be conducted in South African schools. This article explores a narrative case study of how a purposively selected teacher communicates classroom assessment results to enhance teaching and learning. The research was conducted in one primary school, situated in Gauteng Province in South Africa. Based on the data collected, the article concludes that the teacher’s understanding and practices of recording and reporting were embedded in the assessment knowledge and experience that she had acquired over the course of her teaching life, particularly in her role as Head of Department in the school. DOI: 10.5901/mjss.2014.v5n2p273
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