ManuScript Details
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Paper Id:
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IJARW1702
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Title:
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CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 4 Issue 1 |
| Pages: |
12
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| Published On: |
7/28/2022 8:54:23 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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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
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Research Area:
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Education |
| KeyWord: |
Continuous/ formative assessment, Keep Learning on Track (KLT) theory, summative assessment, holistic learning, self-improvement, good assessment
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| 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. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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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.
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MLA
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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.
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APA
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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.
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CONTINUOUS ASSESSMENT LEARNING ACTIVITY: AN OVERDUE PROGRESSIVE ASSESSMENT APPROACH COMPROMISINGLY IMPLEMENTED
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