Year: 2024
Type: article
Abstract: In the face of global uncertainties and pressing local inequalities, education systems worldwide are prioritising the development of competencies to equip learners with the skills necessary for the 21st century. In South Africa, the Department of Basic Education (DBE) has initiated a Curriculum Strengthening process that emphasises the integration of social, emotional, and cognitive competencies into teaching, learning, and assessment. This study addresses the central question: How can the assessment of competencies be integrated into national assessment policy and practice? Adopting a mixed-methods approach, this study draws on a literature review, 15 semi-structured expert interviews, and primary research with 43 teachers and 118 learners across diverse school contexts. The thematic analysis of qualitative data is complemented by quantitative survey results to provide a comprehensive understanding of current assessment practices. Key findings highlight challenges such as over-reliance on summative assessments, resource constraints, and limited professional development for teachers. Nevertheless, opportunities exist in leveraging formative assessments and performance-based evaluations as key approaches to the assessment of competencies, as part of the broader national assessment regime. The study concludes that systemic changes are needed, including phased implementation, tailored teacher support, and flexible, context-appropriate assessment strategies. Recommendations emphasise aligning national assessment frameworks with the Basic Education Competency Framework (BECF), fostering inclusive and equitable classroom assessment practices, and supporting professional development to build teacher capacity.
Source: Open Books and Proceedings
Authors: Cheryl Weston, Shirley Eadie, André Croucamp, Susannah Morcowitz, Cathryn James
Institution: Government of South Africa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407631652