Assessment is an essential component of teaching and learning at any level of education, as the information obtained informs stakeholders about the learner's progress and the teaching and learning process. To ensure the success of its education system, South Africa chose to use continuous assessment as an assessment model in 2001. This study explored the perceptions of teachers on the effectiveness of continuous assessment in teaching and learning mathematics at the Grade 5 level in the Frances Baard district. Ten participants were purposively sampled from ten schools as they had experience implementing continuous assessment and could offer valuable information. The study is underpinned by an interpretivist paradigm which offered a lens to view the findings. The qualitative study guided by a case study design was employed to collect data through semi-structured face-to-face interviews, non-participatory observation and document analysis. The study findings indicate that although the participants know about continuous assessment, they are not well acquainted with it, so they do not implement it fully. The lack of parental support was discovered to inhibit the possible impact that continuous assessment could have. The lack of resources to support continuous assessment was also a hindrance to its successful implementation. Conclusion/implications.
Assessering is ’n noodsaaklike komponent van onderrig en leer op enige onderwysvlak aangesien die inligting wat verkry word belanghebbers inlig oor die leerder se vordering in die onderrig- en leerproses. Om die sukses van die onderwysstelsel te verseker, het Suid-Afrika in 2001 deurlopende assessering as ’n assesseringsmodel gekies. Hierdie studie ondersoek die effektiwiteit van deurlopende assessering in die onderrig en leer van wiskunde op Graad 5-vlak in die Frances Baard-distrik. ’n Steekproef van tien deelnemers is doelbewus uit tien skole geneem aangesien hulle ervaring gehad het met die implementering van deurlopende assessering en waardevolle inligting kon bied. Die kwalitatiewe studie, gerig deur ’n gevallestudie-ontwerp, het data deur semi-gestruktureerde aangesig-tot-aangesig onderhoude, nie-deelnemende waarneming en dokumentanalise ingesamel. Die studie is onderlê deur ’n interpretivistiese paradigma wat ’n lens gebied het om die bevindinge te beskou. Die studiebevindinge het aangedui dat alhoewel die deelnemers bewus is van deurlopende assessering, hulle nie vertroud is daarmee nie en dit dus nie behoorlik implementeer nie. Daar is bevind dat die gebrek aan ondersteuning deur ouers die moontlike impak wat deurlopende assessering kan hê, inhibeer. Die gebrek aan hulpbronne om deurlopende assessering te ondersteun, is ook ’n struikelblok vir die suksesvolle implementering daarvan.
Tshekatsheko e ke nngwe ya dikarolwana tse di botlhokwa tsa go ruta le go ithuta mo boemong bongwe le bongwe jwa thuto ka ntlha ya gore tshedimosetso e e fitlhelwang e sedimosetsa bannaleseabe ka tswelopele ya moithuti gammogo le ka tsamaiso ya go ruta le go ithuta. Go netefatsa gore go nna le katlego mo thulaganyong ya thuto ya yone, Aforika Borwa e tlhophile go dirisa tshekatsheko e e tswelelang jaaka sekaedi sa tshekatsheko ka 2001. Patlisiso e e tlhatlhoba bomolemo jwa tshekatsheko e e tswelelang jwa go ruta le go ithuta dipalo (mathematiki) mo boemong jwa Gerata 5 kwa kgaolong ya Frances Baard. Go ne ga tsewa sekao ka maikaelelo sa batsayakarolo ba le lesome go tswa dikolong di le lesome. Maikaelelo a se e ne e le go sekaseka maitemogelo a batsayakarolo mo go tsenngwetirisong tshekatsheko e e tswelelang mme gape le gore ba ka thusa ka go neelana ka tshedimosetso e e botlhokwa malebana le se. Patlisiso e ya tlhaloso (khwaletheitifi) e kokoantse tshedimosetso (datha) ka tiriso ya ditherisano tsa tebano-matlhong, ditemogo kwa ntle le go tsaya karolo gammogo le tshekatsheko ya ditokumente. Patlisiso e e tshegeditswe ke mokgwa wa botlhalosi oo o neetseng ka molebo wa go leba diphitlhelelo. Diphitlhelelo tsa patlisiso e di supa gore le fa batsayakarolo ba na le kitso e e rileng ka ga tshekatsheko e e tswelelang, ga ba na kitso e e tseneletseng ka ga yone, mme ke ka moo e sa tsenngwetirisong ka botlalo. Tlhaelo ya tshegetso ya batsadi e fitlhetswe fa e thibela tshusumetso eo tshekatsheko e e tswelelang e ka e dirang. Tlhaelo ya dithuso tsa go tshegetsa tshekatsheko e e tswelelang e fitlhetswe fa e le nngwe ya dikgoreletsi tsa tsenyotirisong e e atlegileng ya yone.
