Teach and assess: a strategy for effective teaching and learning in economic and management sciences

Abstract

This study aims at proposing “teach and assess” as a strategy for effective teaching and learning in Economic and Management Sciences (EMS). In order to achieve the aim of this study, the following objectives have been identified to guide the study:  To explore what the “teach and assess” strategy entails.  To demonstrate how the “teach and assess” strategy will contribute towards effective teaching and learning in EMS.  To determine the conditions under which the “teach and assess” strategy can be successfully implemented in EMS.  To identify possible challenges that might hamper the implementation of the strategy in order to put mechanisms in place to overcome them.  To propose the “teach and assess” strategy as the strategy for effective teaching and learning in EMS. Critical Emancipatory Research (CER) is the theoretical framework of this study. CER is relevant because it emphasises that research must be emancipatory. It promotes social justice and the empowerment of the co-researchers. CER encourages collaborative and active participation. The views of the marginalised are considered and the voiceless have a voice in this study. Data were generated at one school in one of the Qwaqwa villages in the Thabo Mofutsanyana Education District. Participatory Action Research (PAR) is used as the data generation method for this study. PAR is compatible with CER because they are both based on collaborative participation and giving the voice to the marginalised and voiceless. PAR emphasises the involvement of those affected by the issue studied for their own benefit. The co-researchers in this study are the subject advisor for Economic and Management Sciences (EMS), the school principal, the EMS Head of Department (HOD), EMS teachers, teachers’ unions’ representatives, a member of the Representative Council of Learners (RCL), learners, a university lecturer and a university Commerce Education student. Critical Discourse Analysis (CDA) is used as data analysis method. CDA is compatible with CER and PAR because it emancipates by allowing the marginalised to participate in a discourse in order to shape the society. Discourse negotiates power among individuals involved in the discourse. This study manages to achieve all the aforementioned objectives of CER, PAR and CDA. Literature is reviewed on approaches to learning, approaches to teaching, the purpose of assessment, and EMS as a subject. Literature is also reviewed regarding the objectives of the study. Data generated are consistent with literature in most cases. The conditions which should be met for successful implementation of a strategy are identified. “Teach and assess: a strategy for effective teaching and learning in EMS” is proposed. The key components of the proposed strategy are as follows: dynamic integration of teaching, learning and assessment; creatively applying facilitative approach during the teaching and learning process; observing multiple intelligences and considering different learning styles in the teaching and learning process; learner-guided teaching and learning process; significant and creative use of small groups; constructive application of peer tutoring; connecting classroom activities to big ideas; structured reflection for constructive feedback; time spent on task; teaching and learning mirrored in learners’ books; intelligently applying formative and diagnostic assessment; careful consideration of administration processes before embarking on assessment activities; recent and relevant assessment coupled with quality assessment tasks; purposeful application of peer assessment; conscientiously planning homework; diversifying and varying assessment tasks; contextualising teaching and learning activities; and recognising multiple forms of expression. The main contribution of this study was to develop a unique strategy that can be used for effective teaching and learning in EMS.