THE ROLE OF TEACHER UNDERSTANDING IN ALIGNING ASSESSMENT WITH TEACHING AND LEARNING IN SETSWANA HOME LANGUAGE by PHALADI MOSES SEBATE Submitted in accordance with the requirements for the degree of MASTERS OF EDUCATION in the subject DIDACTICS at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF M M NIEMANN NOVEMBER 2011 i Statement of originality Student number: 435-030-8 I declare that, THE ROLE OF TEACHER UNDERSTANDING IN ALIGNING ASSESSMENT WITH TEACHING AND LEARNING IN SETSWANA HOME LANGUAGE, is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. _______________________________ _______________ SIGNATURE DATE (PM Sebate) ii ACKNOWLEDGEMENTS I am deeply indebted to the following people who have been of extreme support during my research: • Professor MM Nieman, my supervisor, for her meticulous and painstaking attention to detail, encouragement, patience and priceless support throughout my study. You have been the pillar of strength whenever it seemed to wane. • Dr KG Nkumane, Dr M Mokhele, Mrs Jane Sethusha and Mrs S Mukhari for their assistance with finding me relevant articles for the research. • Prof D Levey of the Department of English Studies at UNISA for the final proofreading and editing of the research document. • Mrs Abueng Molotsi for meticulously formatting the research document. • Prof Veronica McKay, words fail me when I have to think of your valuable contribution and support. May the Almighty God, bless you abundantly. • The UNISA Research Directorate for assisting with funds to ensure that my study is completed without any financial hassles. • The Head Office of the Gauteng Department of Education, the District Director of the Tshwane West District, and the Principals of the four schools, for granting me permission to conduct this study in their areas and schools. • Teachers A, B, C, D, E & F, for agreeing to be involved in the interviews, and for sharing with me their views, experiences, perceptions and primarily their conceptions of assessment. • My mother, Tsienyane Sebate, who laid the most significant foundation in my educational journey through her hard-earned ‘kitchen money’. • My wife, Baitshebi I Sebate, and all my children for their patience, help, tolerance, endurance and well wishes throughout the study. iii SUMMARY The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data iv analysis which brings forth findings that help develop recommendations and future research possibilities. Key concepts: alignment, outcomes-based education, teaching, learning, assessment, assessment standards, learning outcomes, curriculum, Setswana home language, Curriculum and Assessment Policy Statements. v TABLE OF CONTENTS CHAPTER ONE INTRODUCTION AND BACKGROUND 1.1 INTRODUCTION 1 1.2 ALIGNING TEACHING, LEARNING AND ASSESSENT 3 1.3 TEACHERS’ CONCEPTION OF ASSESSMENT 5 1.4 THE ROLE OF ASSESSMENT STANDARDS IN THE TEACHING, LEARNING AND ASSESSMENT PROCESS 7 1.5 RATIONALE OF THE STUDY 9 1.6 STATEMENT OF THE RESEARCH PROBLEM 12 1.7 AIM AND OBJECTIVES OF THE STUDY 13 1.8 RESEARCH DESIGN AND METHODOLOGY 14 1.8.1 Literature review 14 1.8.2 Empirical study 14 1.8.2.1 Qualitative research 14 1.8.2.2 Sampling 15 1.8.2.3 Data collection strategies 16 1.9 CLARIFICATION OF CONCEPTS 18 1.9.1 Outcomes-based education 18 1.9.2 Teaching 18 vi 1.9.3 Learning 19 1.9.4. Assessment 19 1.9.5 Learning outcomes 20 1.9.6 Assessment standards 20 1.9.7 Teacher 21 1.9.8 Learner 22 1.9.9. Home Language 22 1.9.10. Setswana Home Language 22 1.9.11 Aim 22 1.9.12 Objective 23 1.9.13 Curriculum and Assessment Policy Statements 23 1.10 SIGNIFICANCE OF STUDY 23 1.11 PROGRAMME OF STUDY 24 CHAPTER TWO POST-APARTHEID CURRICULUM CHANGES IN SOUTH AFRICA AND THEIR IMPACT ON TEACHING, LEARNING AND ASSESSMENT 2.1 INTRODUCTION 27 2.2 POST-APARTHEID EDUCATION AND CURRICULUM REFORM 28 2.2.1 The necessity for curriculum change in South Africa 28 vii 2.2.2 Curriculum 2005 and the National Curriculum Statement 30 2.2.3 The development of the Curriculum and Assessment Policy Statements (CAPS) 32 2.3 OUTCOMES-BASED EDUCATION IN SOUTH AFRICA 33 2.3.1 Characteristics of outcomes-based education 33 2.3.2 The four principles of outcomes-based education 35 2.3.3 The outcomes-based curriculum in South Africa 38 2.3.3.1 Defining outcomes 38 2.3.3.2 Different levels of outcomes 38 2.3.3.3 Assessment standards 41 2.4 THE INFLUENCE OF OUTCOMES-BASED EDUCATION ON TEACHING, LEARNING AND ASSESSMENT IN SOUTH AFRICA 42 2.4.1 The Role of the teacher and learners in the learning process 43 2.4.2 Outcomes-based assessment 45 2.5 SETSWANA HOME LANGUAGE OF THE NATIONAL CURRICULUM STATEMENT IN THE FURTHER EDUCATION AND TRAINING PHASE 48 2.5.1 The languages of South Africa 48 2.5.2 Language distribution 49 2.5.3 Distribution of Setswana speakers in South Africa 49 2.5.4 Setswana in the National Curriculum Statement 50 viii 2.5.5 Planning in the teaching of Setswana home language 51 2.6 CONCLUSION 52 CHAPTER THREE OUTCOMES-BASED ASSESSMENT 3.1 INTRODUCTION 54 3.2 DEFINING ASSESSMENT 54 3.3 THE LINK BETWEEN TEACHING, LEARNING AND ASSESSMENT 56 3.4 WHAT ARE THE PURPOSE AND BENEFITS OF ASSESSMENT? 58 3.5 TYPES OF ASSESSMENT 60 3.5.1 Baseline assessment 61 3.5.2 Diagnostic assessment 61 3.5.3 Formative assessment 62 3.5.4 Summative assessment 62 3.5.5 Authentic assessment 63 3.5.6 Performance assessment 64 3.5.7 Portfolio assessment 64 3.6 METHODS OF ASSESSMENT 65 3.6.1 Self-assessment 65 ix 3.6.2 Peer assessment 66 3.6.3 Group assessment 66 3.6.4 Teacher assessment 66 3.7 CONTINUOUS ASSESSMENT 67 3.8 PRINCIPLES OF HIGH-QUALITY ASSESSMENT PRACTICES 68 3.8.1 Reliability 70 3.8.2 Fairness 70 3.8.3 Validity 71 3.8.4 Discrimination 71 3.8.5 Meaningfulness and contribution to learning 72 3.9 PRINCIPLES OF CLASSROOM ASSESSMENT ACCORDING TO THE NATIONAL CURRICULUM STATEMENT 72 3.9.1 Assessment should be formative 73 3.9.2 Assessment should determine planning 74 3.9.3 Assessment should serve teaching 74 3.9.4 Assessment should serve learning 74 3.9.5 Assessment should be curriculum driven 75 3.9.6 Assessment should be interactive 75 3.9.7 Assessment should be transparent to learners 75 3.9.8 Assessment should be non-judgmental 76 3.10 DAILY ASSESSMENT AND PROGRAMME ASSESSMENT 76 3.11 ASSESSMENT OF LEARNING VERSUS ASSESSMENT x