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A study of the management of the Common Tasks for Assessment (CTA) instrument at selected secondary schools in Gauteng

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dc.contributor.advisor Coetzee, Susanna Abigaêl en
dc.contributor.advisor Bray, W. en
dc.contributor.author Govender, Savithri en
dc.date.accessioned 2009-08-25T10:49:51Z
dc.date.available 2009-08-25T10:49:51Z
dc.date.issued 2009-08-25T10:49:51Z
dc.date.submitted 2005-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/1132
dc.description.abstract The researcher investigated the management and implementation of the Common Tasks for Assessment Instrument as a tool for assessing Grade 9 learners in public schools. The objectives were to investigate: * what the CTA Instrument entails for teaching and learning * its positive and negative aspects * training and development of the school management teams (SMTs) and Grade 9 educators in preparation for the implementation * the management of its implementation * learner performance Four schools, comprising two urban and two township schools from the former Transvaal Education Department and the House of Delegates, respectively, were involved in this qualitative study. Grade 9 educators, SMT members and district officials were interviewed in this exploratory case study. The study indicates that: * The CTA Instrument entails a large amount of work for little marks. * Educators identified a few positive and a large number of negative aspects of the Instrument. * Training and development for SMTs and Grade 9 educators were inadequate. * Management styles and models, and leadership styles and models varied. The quality of management practices differed from one school to another. * On the whole, although implementation was satisfactory it was fraught with numerous problems largely relating to management's lack of effective support, their inadequate training and poor assessment competence, insufficient guidance for instruction, limited resources, learner apathy, staff instability, and absenteeism, amongst other problems. * Although some of the learners performed very well, this should not distract attention from the majority who performed badly. Factors such as poor socio- economic backgrounds, learners' negative attitudes, their insufficient participation and poor commitment to their studies, amongst others, affected their involvement and the overall results. en
dc.format.extent 1 online resource (xviii, 203 leaves)
dc.language.iso en en
dc.subject Management en
dc.subject Leadership en
dc.subject Implementation en
dc.subject Learning Programme: Language en
dc.subject Literacy and Communication: English Primary langua en
dc.subject Grade 9 en
dc.subject Common Tasks for Assessment en
dc.subject Assessment en
dc.subject External examination en
dc.subject Learner performance en
dc.subject Training and development en
dc.subject Gauteng en
dc.subject.ddc 371.2096822
dc.subject.lcsh Common Tasks for Assessment (Program : South Africa)
dc.subject.lcsh School management and organization -- South Africa -- Gauteng
dc.subject.lcsh Leadership -- South Africa -- Gauteng
dc.subject.lcsh Education, Secondary -- South Africa -- Gauteng
dc.subject.lcsh Educational evaluation -- South Africa -- Gauteng
dc.title A study of the management of the Common Tasks for Assessment (CTA) instrument at selected secondary schools in Gauteng en
dc.type Dissertation en
dc.description.department Educational Studies en
dc.description.degree M.Ed. (Education Management) en


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