Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context

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dc.contributor.advisorBakker, Nigelen_ZA
dc.contributor.authorMohamed, Merunisaen_ZA
dc.date.accessioned2014-12-03T03:32:25Z
dc.date.available2014-12-03T03:32:25Z
dc.date.issued1999en_ZA
dc.descriptionBibliography: leaves 111-117.en_ZA
dc.description.abstractThe aim of the study was to determine the effects of alternative assessment practices on the writings of seven learners in a Grade 11 English second language class. Conventional assessment practices are inadequate when set against new knowledge of the role played by assessment in supporting learning and teaching. Presently writing and assessment are based on viewing writing as product which is assessed as a single mark of achievement. I set out to develop and implement an alternative writing and assessment programme in the context of typical classroom demands. Alternative practices see writing as process and assessment as embedded in that process. Though alternative assessment practices use a multiplicity of methods, they prefer a criterion based analyses that reflects the developmental aspect of learning to write. Since alternative assessment reflects the developmental aspect of writing, it eschews negative feedback to learners about their writing. The writings of seven learners were analysed to determine if alternative practices had any effect. In addition three reflection questionnaires were administered to gauge the attitude of learners to the alternative programme. My reflections and observations also provided the data for gauging the impact of the programme. Based on the data, the findings and implications of the programme suggest that though there is no conclusive evidence to argue that learners' writing changed as a result of implementing alternative practices, it appeared that learners‘ attitude to writing became more positive; learners became more confident as a result of having more of an idea of the strengths and weaknesses of their writing; and the classroom climate for learning to write improved. At the same time alternative assessment practices gave the teacher valuable information and an opportunity to reflect critically on improvements for setting criteria; on communicating assessment to learners; on assessment design and strategies and defining the assessment method suited to modes of writing discourse.en_ZA
dc.identifier.apacitationMohamed, M. (1999). <i>Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/9883en_ZA
dc.identifier.chicagocitationMohamed, Merunisa. <i>"Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1999. http://hdl.handle.net/11427/9883en_ZA
dc.identifier.citationMohamed, M. 1999. Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mohamed, Merunisa AB - The aim of the study was to determine the effects of alternative assessment practices on the writings of seven learners in a Grade 11 English second language class. Conventional assessment practices are inadequate when set against new knowledge of the role played by assessment in supporting learning and teaching. Presently writing and assessment are based on viewing writing as product which is assessed as a single mark of achievement. I set out to develop and implement an alternative writing and assessment programme in the context of typical classroom demands. Alternative practices see writing as process and assessment as embedded in that process. Though alternative assessment practices use a multiplicity of methods, they prefer a criterion based analyses that reflects the developmental aspect of learning to write. Since alternative assessment reflects the developmental aspect of writing, it eschews negative feedback to learners about their writing. The writings of seven learners were analysed to determine if alternative practices had any effect. In addition three reflection questionnaires were administered to gauge the attitude of learners to the alternative programme. My reflections and observations also provided the data for gauging the impact of the programme. Based on the data, the findings and implications of the programme suggest that though there is no conclusive evidence to argue that learners' writing changed as a result of implementing alternative practices, it appeared that learners‘ attitude to writing became more positive; learners became more confident as a result of having more of an idea of the strengths and weaknesses of their writing; and the classroom climate for learning to write improved. At the same time alternative assessment practices gave the teacher valuable information and an opportunity to reflect critically on improvements for setting criteria; on communicating assessment to learners; on assessment design and strategies and defining the assessment method suited to modes of writing discourse. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context TI - Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context UR - http://hdl.handle.net/11427/9883 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9883
dc.identifier.vancouvercitationMohamed M. Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9883en_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.otherLanguage and Literature Educationen_ZA
dc.titleContinuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language contexten_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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