Abstract
The research study focuses on assessment in Mathematics in Grade 10. The purpose is to
identify problems which educators are experiencing in the assessment of Mathematics
and to find possible solutions for the problems. This will enable the researcher to
develop guidelines for facilitators at District Offices which in turn will contribute to more
effective guidance and support for educators regarding assessment in Mathematics. The
implementation of the National Curriculum Statement (“NCS”) in Grade 10 with a focus
on outcomes-based assessment necessitates changes in the assessment practices in
Mathematics. The literature examined views at the nature of Mathematics,
constructivism and approaches to learning in Mathematics over the past century,
outcomes-based education in the “NCS” and outcomes-based assessment in Mathematics.
A pragmatic philosophy was followed. Both quantitative and qualitative methods of data
collection were used in the study. Questionnaires were used to collect quantitative
information and interviews made it possible to collect qualitative information.
Questionnaires and interviews were administered, analysed and interpreted. From the
analyses of the questionnaires, it was found that there is the perception that Mathematics
is a subject with fixed knowledge, procedures and formulae. The educator still plays the
dominant role in assessment and learners are passive in the construction of knowledge.
The findings of the study revealed that the recording of outcomes-based assessment is too
much and is time consuming. From the interviews it was found that the biggest changes
that occurred in the Mathematics classroom because of the “NCS” were the assessment
forms, - instruments and - methods. Factors that influence the assessment results in
Mathematics are language, time, background and attitude of the learner and the training
and experience of the educator.
The recommendations of the researcher, based on the findings of the study, focus on the
development of guidelines for assessment in Mathematics. The guidelines and
recommendations are in the following areas:
· Cognitive levels for the development of assessment tasks in Mathematics;
· Outcomes in the determining of assessment strategies;
· Daily assessment and formal assessment;
· The development of assessment strategies;
· The process of assessment;
· Practical steps in the preparation of the assessment techniques; and
· Guidance and support with regard to assessment to the teacher.
Though the educators in this study could not solve many problems in assessment, bad
planning and time-management created some of the problems. Furthermore,
educators received guidelines for assessment from facilitators at District Offices, but
they did not make it their own. Some educators did not take the responsibility to do
research themselves and failed to adjust their assessment strategies. However,
District Officials can still play a crucial role in initiating in-service training and
projects that will focus on assessment. Furthermore, if facilitators at District Offices
have good insight into the problems which educators are experiencing in
Mathematics, they can guide and support educators effectively in the assessment
processes in their classrooms. Good application of assessment in the Mathematics
classroom, definitely contributes to improved quality of teaching of the subject and
consequently a more skillful learner in the community.
Prof. J. Strauss