View Record

TitleChallenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa
AuthorNndwamato, Tendani Elizabeth
SubjectContinuous assessment
SubjectModerarion Quality teaching and learning of Mathematics
SubjectSchool-based moderation
SubjectSchool Management Teams
Subject371.20968257
SubjectSchool management teams -- South Africa -- Limpopo
SubjectSchool management and organization -- South Africa -- Limpopo
SubjectEducational planning -- South Africa -- Limpopo
SubjectManagement -- South Africa -- Limpopo
SubjectSchool-based management -- South Africa -- Limpopo
SubjectEducation -- Curricula -- South Africa -- Limpopo
SubjectMathematics -- Study and teaching -- South Africa -- Limpopo
Date2017-10-22T07:50:11Z
Date2017-10-22T07:50:11Z
Date2017-09-18
TypeDissertation
Format1 online resource (x. 179 leaves)
AbstractMEd (Educational Management)
AbstractDepartment of Educational Management
AbstractThe aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics.
Identifierhttp://hdl.handle.net/11602/869