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.advisor Jawitz, Jeff en_ZA
dc.contributor.author Kontle, Bitha en_ZA
dc.date.accessioned 2018-02-07T06:48:44Z
dc.date.available 2018-02-07T06:48:44Z
dc.date.issued 2017 en_ZA
dc.identifier.citation Kontle, 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.uri http://hdl.handle.net/11427/27349
dc.description.abstract 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. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Education en_ZA
dc.title An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Kontle, 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/11427/27349 en_ZA
dc.identifier.chicagocitation Kontle, 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/11427/27349 en_ZA
dc.identifier.vancouvercitation Kontle 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/11427/27349 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


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