Manuscript Details - IJARW1702

ManuScript Details
Paper Id: IJARW1702
Title: CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 4 Issue 1
Pages: 12
Published On: 7/28/2022 8:54:23 PM      (MM/dd/yyyy)
Main Author Details
Name: Lihotetso Gloria Matee
Institute: National University of Lesotho
Co - Author Details
Author Name Author Institute
Hokonya Wellington Munetsi Rhodes University
Mataka, Tawanda Wallace national University of Lesotho
Abstract
Research Area: Education
KeyWord: Continuous/ formative assessment, Keep Learning on Track (KLT) theory, summative assessment, holistic learning, self-improvement, good assessment
Abstract: Continuous assessment in education is a progressive teaching and learning approach which promotes holistic learning. It eliminates focus on examinations which tempts learners to compete for grades rather than self-improvement. More teachers are simultaneously forced to promote rote learning or banking approach to achieve good grades. Continuous assessment is a drive towards reading to learn, writing notes, and research skills and strengthens learners’ educational identity. Importantly, if the assessment is research-based, there is continuous teaching, learner engagement, a critical source of academic and intellectual growth. Besides teachers’ guidance, students share ideas among themselves and this is a fertile ground for academic development. Continuous assessment in education is being hastily implemented in Zimbabwean Primary and Secondary schools without thorough groundwork having been done and it is giving birth to academic mercenaries. This paper is informed by the Keep Learning on Track (KLT) theory of action whose focus is to train teachers on formative assessment. From the teachers’ affirmations, KLT has the power to improve student learning through authentic formative assessment. Again, teachers acknowledged that formative assessment is important in improving teaching and learning. This is a qualitative research with data generated from interviews with 30 teachers. Data was organised, thematised, discussed and conclusions reached.
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IEEE
Lihotetso Gloria Matee , Hokonya Wellington Munetsi, Mataka, Tawanda Wallace, "CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED", International Journal Of All Research Writings, vol. 4, no. 1, pp. 57-68, 2022.
MLA Lihotetso Gloria Matee , Hokonya Wellington Munetsi, Mataka, Tawanda Wallace "CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED." International Journal Of All Research Writings, vol 4, no. 1, 2022, pp. 57-68.
APA Lihotetso Gloria Matee , Hokonya Wellington Munetsi, Mataka, Tawanda Wallace (2022). CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED. International Journal Of All Research Writings, 4(1), 57-68.
CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED
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CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED

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