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dc.contributor.authorJane, Sethusha Mantsose
dc.date.accessioned2016-07-21T08:47:07Z
dc.date.available2016-07-21T08:47:07Z
dc.date.issued2013-06
dc.identifier.citationJane, S. M. (2013). A vision of improvement of learning: South African teachers' conceptions of classroom assessment. Perspectives in Education, 31(2), 14-21.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (oline)
dc.identifier.urihttp://hdl.handle.net/11660/3656
dc.description.abstractThis article explored conceptions that teachers hold about classroom assessment and how these conceptions influence their classroom assessment practices. The qualitative study employed a case study approach. Semi-structured interviews, observations and document analyses were used. The study utilized Brown’s (2004) conceptual framework on conceptions of assessment. The findings reveal that teachers’ conceptions of assessment are influenced by the social and education context in which they find themselves and that their personal experiences of assessment also influence their conceptions of assessment.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectConceptionsen_ZA
dc.subjectClassroom assessmenten_ZA
dc.subjectSocial contexten_ZA
dc.subjectClassroom practiceen_ZA
dc.subjectAssessment methodsen_ZA
dc.subjectAssessment techniquesen_ZA
dc.titleA vision of improvement of learning: South African teachers’ conceptions of classroom assessmenten_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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