Presentation outline

An investigation into the effect of continuous assessment on learner’s achievement: a case of Grade 10 in Namibian schools Regina Mulisa Namibia College of Open Learning May 2018 SAAEA CONFERENCE Pretoria, South Africa

Presentation outline • Background • Research Objectives • Literature review • Methodology. • Results and Discussion. • Conclusion

background • CA in Namibian schools was introduced in 1993 as part and parcel of the new education system. • During the past end of year examinations were used to determine whether learners have mastered the learning content of the entire year or not (Uiseb, 2009). • End of year examinations was used as a benchmark to decide whether the learner have to proceed to the next grade or not.

Background cont… • After independence in 1993: • The learners continuous assessments contribute to be final promotion mark at the end of Grade 10 that leads to award of certificate.

Background cont… • the final mark for learners at grade 10 are driven from 35% continuous assessment and actual examination mark 65% for content based subjects. • 50% for continuous assessment and 50% actual examination for skills based subjects for example, languages and pre-vocational subjects. • CA provides information about practical, research skills and abilities that cannot be tested through formal examinations.

Research objectives • To assess the benefit of CA on learner’s achievement • To explore the strategies teachers use to assess learners to improve their performance • The relationship between CA and end of year examinations

Literature review • Mwebaza (2005) argued that CA is a method of evaluating the progress and achievement of learners in schools. • This means CA should be used to predict future learners performance in the final examinations. • Onuka (2006) mentioned that, there is a need to use a variety of instruments to effectively measure learner’s qualities.

Literature review… • Mwebaza further argued that CA has been used as a strategy to prepare learners for final examinations. • For example, results obtained from CA can be used to identify the learners weak area, so that teachers can give them special support in those area before examinations.

Literature review cont……. • Uiseb (2009) asserts that, the aim of continuous assessment: • to obtain a reliable picture of the progress of the learner in terms of achieving the basic competencies as set out in the objectives of the syllabus. • Continuous assessment is seen as part of the learning activity which is aimed at guiding and supporting learners. • Mothata (2003) indicated that continuous assessment is more about learning than testing. • Continuous assessment serves as a window to teaching or

Literature review cont… • In the context of Namibian education system, continuous assessment is carried out for various reasons such as: • informing teachers in the classroom the abilities of their learners, • providing feedback to learners on what concepts they understand better and providing them encouragement and motivation.

methodology • A qualitative research methodology was applied employing fourteen secondary schools from the 14 regions in Namibia. • The results were interpreted through greater understanding of the social world where the researcher had direct personal experiences from the research environments. • The data was analyzed through the use of Narrative data analysis method..

Research population and sample • The participants were chosen on the basis that their contributions would be valuable to the study. • The population of this study comprises of three grade 10 teachers from the selected schools in the fourteen educational regions of Namibia.

Research population and sample • In each 14 schools that were chosen, 3 teachers were selected. • Therefore, a total of 42 teachers participated in the study. • The reason for this small sample was because of time and limited resources.

Research population cont.. • Purposeful sampling was used which is aimed at selecting information-rich cases for study in-depth (McMillan & Schumacher, 2006). • The sampling technique led to the selection of experienced teachers who had reliable knowledge on continuous assessment.

Data collection technique • Interviews • Semi-structured interviews

Data analysis • The data was presented in tables and figures, followed by notes describing related ideas in the tables. • Finally, the researcher drew conclusions based on data collected.

Analysis Table 1: effect of continuous assessment on learner achievement

Table 1

Table 2: Teacher’s response on the strategies they used to assess learners

Table 3: teachers response on how often they assessed learners

findings • The findings revealed that continuous assessment has an effect on learner’s performance. • CA has contributed to the learner performance at the end of the year; • To identify areas of improvement; • To identify problematic topics, and plan on different strategies to help learners understand the topic; • Check understanding and mastering of competencies; • Monitoring progress; • To decide on the promotion to next grade; • CA motivates learners to study regularly.

findings To explore the strategies teachers use to assess learners to improve their performance. • The findings revealed that most teachers use: written tests, followed by homework, recap exercises and questioning as key strategies in performance of learners. • Information received from learners during questioning helps to accommodate learners and differentiate their teaching strategies so that all learners are involved in a meaningful way.

Findings… • Teachers have also employed written tests, homework, exercises and questioning as strategies to improve the performance of learners. • The findings also revealed there is a relationship between CA and end of year final examinations. • Learners who performs better in CA has a better chance of doing well in final examinations.

conclusion • Drawing from teacher’s perception CA contributes to learner’s performance at the end of year final marks. • CA strategies that were used, were found that have a positive relationship to learner’s performance in the final examinations. • This is because through CA teachers are able to identify the weaknesses of their teaching and those of their learners.

THANK YOU TATENDA LUITUMEZI ASATHI SANA

Presentation outline