Abstract
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. Last lesson of the afternoon When will the bell ring, and end this weariness? How long have they tugged the leash, and strained apart My pack of unruly hounds! I cannot start Them on a quarry of knowledge they hate to hunt, I can haul them and urge them no more. D.H. Lawrence
Highlights
In his poem “Last lesson of the afternoon”, Lawrence laments the fact that he unsuccessfully tries to teach a group of children likened to ‘a pack of unruly hounds’
Contrary to Lawrence’s experience, the new National Curriculum of South Africa (DoE, 2003) that was introduced to the Further Education and Training (FET) band in 2006 envisages learners who actively take part in learning experiences tailor-made for the context in which they find themselves and whose learning is driven by assessment that focuses on continuous improvement so that by the end of Grade 12 they will be able to perform at the maximum level of knowledge and skills while portraying positive values and attitudes
Participants in this study were faced with the following challenges regarding the implementation of a changed curriculum, and assessment policy: poor understanding of the curriculum and assessment due to inadequate training, a lack of support during the implementation process, a lack of resources and support material, a heavy workload, a lack of standards and poor moderation, and the illiteracy of learners coming through the system
Summary
In his poem “Last lesson of the afternoon”, Lawrence laments the fact that he unsuccessfully tries to teach a group of children likened to ‘a pack of unruly hounds’. He has become weary of trying to focus their attention on new knowledge while they are ‘tugging’ the leash and ‘straining’ apart. In November of 2008, Grade 12s wrote the first National Senior Certificate examination based on the new curriculum introduced at Grade 10 level in 2006 During her speech releasing matric results in 2008, the Minister of Education, Naledi Pandor, acknowledged that with a pass rate of 62.5%, widespread criticism “largely for our failings in implementation and interpretation” was justified (DoE, 2008). A year later the pass rate reached a new low of 60.7%
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