Assessment towards quality improvement in Free State primary schools: a management challenge

English: Article 1 Education in South Africa has undergone major transformations, in which the search for quality has remained dominant. Assessment quality is related to the continuous improvement of teachers' competencies in order to provide education which would address the needs of its customers (teachers and learners). Numerous evidence exists that outcomes-based assessment seems to be problem among teachers and research has revealed that quality management could be the vehicle to improve the quality of assessment in schools. In terms of Total Quality Management, aspects such as the focus upon customer needs and the quest for continuous improvement through staff development by the organisational leader (principal), could make a valuable contribution to quality education in the Free State Province. A preliminary study revealed the relationship between staff development and teachers' attitudes towards outcomes-based assessment. Thereafter, a hypothesis was tested by means of the t-test to determine the efficacy of staff development as a vehicle for continuous improvement in schools. Furthermore a number of qualitative responses revealed respondents' views on staff development and exposed teachers' expectations from their school leaders to improve the quality of their assessment practices in Free State primary schools. Article 2 Quality in an organisation to a large extent depends on the leader who has to manage a system towards continuous improvement. A literature study revealed that the principles of Quality Management can be applied to manage the quality of assessment in schools. A preliminary study revealed that Free State teachers have a need for support and guidance to improve assessment practices in their schools. However, official South African documentation has not assigned assessment leaders in schools who can take the responsibility and manage the quality of assessment. Questionnaires were used to conduct an empirical investigation. The data was computed by means of linear regression, ANOVA as well as a Bonferroni post hoc test to determine the extent to which principals can contribute to quality teaching in Free State schools. The empirical investigation revealed teachers' need for assessment leaders who can inter alia create opportunities for staff development and establish a culture for quality assessment by taking responsibility for assessment in schools.