An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools

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dc.contributor.advisorJawitz, Jeffen_ZA
dc.contributor.authorKontle, Bithaen_ZA
dc.date.accessioned2018-02-07T06:48:44Z
dc.date.available2018-02-07T06:48:44Z
dc.date.issued2017en_ZA
dc.description.abstractIn this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design in Botswana junior secondary schools (BJSS) in relation to the continuous assessment portfolio (CAP). I used qualitative research methods for data collection, mainly using in-depth interviews with individual teachers of art, craft and design. I also used grounded theory approach to interpret and analyse the collected data. The sample was chosen from different junior secondary schools near Gaborone, in Botswana. Interviewees had common qualification entry requirements while their experiences and backgrounds were different. The theoretical and conceptual frames underpinning the study are mainly Bourdieu's theory of practice and Lave and Wenger's theory of communities of practice. I focused my study on using these theoretical and conceptual frames to help describe the basis for the participants' choice in their judgements during their development of students' CAP. The outcome of this study makes claim that the teachers of art, craft and design who participated in the study clearly understood the requirements of the CAP. However, they chose to ignore these requirements due to the pressures originating from the tensions between formative assessment at school level and summative assessment at the level of the national examinations. These choices result in teachers undertaking activities which emphasize doing well in the national examinations rather than developing the students' skills for future use. This practice results from teachers' efforts to gain recognition for themselves and their schools as a result of outstanding national examination results. Good performance by their students in national examinations enhances their reputation as teachers and makes them eligible to be entrusted with national responsibilities such as being appointed moderators and examiners.en_ZA
dc.identifier.apacitationKontle, B. (2017). <i>An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/27349en_ZA
dc.identifier.chicagocitationKontle, Bitha. <i>"An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2017. http://hdl.handle.net/11427/27349en_ZA
dc.identifier.citationKontle, B. 2017. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Kontle, Bitha AB - In this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design in Botswana junior secondary schools (BJSS) in relation to the continuous assessment portfolio (CAP). I used qualitative research methods for data collection, mainly using in-depth interviews with individual teachers of art, craft and design. I also used grounded theory approach to interpret and analyse the collected data. The sample was chosen from different junior secondary schools near Gaborone, in Botswana. Interviewees had common qualification entry requirements while their experiences and backgrounds were different. The theoretical and conceptual frames underpinning the study are mainly Bourdieu's theory of practice and Lave and Wenger's theory of communities of practice. I focused my study on using these theoretical and conceptual frames to help describe the basis for the participants' choice in their judgements during their development of students' CAP. The outcome of this study makes claim that the teachers of art, craft and design who participated in the study clearly understood the requirements of the CAP. However, they chose to ignore these requirements due to the pressures originating from the tensions between formative assessment at school level and summative assessment at the level of the national examinations. These choices result in teachers undertaking activities which emphasize doing well in the national examinations rather than developing the students' skills for future use. This practice results from teachers' efforts to gain recognition for themselves and their schools as a result of outstanding national examination results. Good performance by their students in national examinations enhances their reputation as teachers and makes them eligible to be entrusted with national responsibilities such as being appointed moderators and examiners. DA - 2017 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools TI - An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools UR - http://hdl.handle.net/11427/27349 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/27349
dc.identifier.vancouvercitationKontle B. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/27349en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleAn investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schoolsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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