Ntsala, S. A.Tlhabanelo, Keabetswe Gabriel2024-06-192024-06-192022http://hdl.handle.net/11660/12633Dissertation (M.Ed.(Social Sciences and Language))--University of the Free State, 2022This study explored how EFAL teachers from Rammolutsi secondary schools in Fezile Dabi district employed authentic assessment. Purposive sampling was used in this qualitative case study of six EFAL teachers. Open-ended semi-structured interviews with six teachers were employed to generate data. Thematic analysis was undertaken to determine themes and subthemes. The findings reveal that EFAL secondary school teachers experience numerous problems when implementing authentic assessment due to a lack of guidelines. This study provided some insights into the preparations and use of authentic assessment as part of their teaching and learning process. Guided by the conceptual framework according to Hargreaves, Earl and Schimdt (2002), the study’s findings reveal that AA significantly increased teachers’ academic achievement and attitude toward educational measurement. Additionally, it is an approach that can serve to forge cooperation between theory and practice, which is a major problem in the field of teacher training in South Africa. Based on these findings, AA procedures can be integrated into teacher education as much as possible. Seminars, workshops, and courses can be organised to help teachers understand and use AA. Future research on it for other levels of education is possible. Future research could look into learners’ viewpoints to see how AA aids their learning. Studies on the effects of AA on various dependent variables are possible.enAuthentic AssessmentEnglish first additional languageteachersDissertationUniversity of the Free State