Abstract
M.Ed.
Although the language assessment procedures for South African Grade12 learners have been extensively investigated by language practitioners, additional research is required in order to enhance assessment procedures and questioning techniques so that attitudes, values and learners' observable knowledge be included in testing.
This study addresses the deficiencies associated with the existing assessment and evaluation techniques as related to English Second Language examinations. In this regard all aspects of assessment Le. writing, language and literature have been critically analyzed. The gaps that exist between assessment theories and assessing English in practical use have also been investigated, including ways of closing these gaps. The focus of the argument in this research report is that the less effective questioning measures in Grade 12 examinations should be addressed by critically analyzing existing papers and by identifying alternative assessment techniques.
An alternative assessment programme incorporating new techniques has thus been formulated, and a pilot project conducted. The results from the pilot project, including learners' critical analysis of current assessment practice and educator responses have been analyzed and documented. The major findings were that:
~ The examinations encouraged learners to write in only a limited range of genres. The tasks set were appropriate as there was an assessment of the knowledge and skills that learners require beyond the classroom.
~ The literature papers focused too narrowly on intensive reading of short extracts from text.