Katalog Plus
Bibliothek der Frankfurt UAS
Bald neuer Katalog: sichern Sie sich schon vorab Ihre persönlichen Merklisten im Nutzerkonto: Anleitung.
Dieses Ergebnis aus BASE kann Gästen nicht angezeigt werden.  Login für vollen Zugriff.

THE WASHBACK EFFECT OF THE NATIONAL SENIORCERTIFICATE EXAMINATIONS: PERCEPTIONS OF TEACHERS INUMGUNGUNDLOVU DISTRICT, SOUTH AFRICA

Title: THE WASHBACK EFFECT OF THE NATIONAL SENIORCERTIFICATE EXAMINATIONS: PERCEPTIONS OF TEACHERS INUMGUNGUNDLOVU DISTRICT, SOUTH AFRICA
Authors: Sybert Mutereko
Source: International Journal of Social Sciences and Humanity Studies, Vol 9, Iss 2 (2017)
Publisher Information: Social Sciences Research Society
Publication Year: 2017
Collection: Directory of Open Access Journals: DOAJ Articles
Subject Terms: History of scholarship and learning. The humanities; AZ20-999; Social Sciences; Social sciences (General); H1-99
Description: Thehigh-stake examinations are often claimed to have the positive washbackeffect of enhancing classroom practice and instruction. This notion proceedsfrom the position that tests contain what must be taught and learnt. While thisview is logically consistent and theoreticallydefensible, it fails to fullyacknowledge the negative washback of such tests. Using the National SeniorCertificate (NSC) examination as a case study, this paper draws on Alderson andWall’s (1993) conceptualisation of the examination washback trichotomyanddata elicited through 100 surveys with purposively selected teachers inuMgungundlovu District in South Africa. It challenges the assumption that thesehigh-stake examinations result in positive washback only. Instead, the paperargues that beyond their obvious benefits, the examinations also result in theunintended consequences of negative washback. Following a detailed analysis,the paper shows that the NSC examination led to improved accountability andenhanced classroom instruction, as teachers attempted to improve the pass ratesof their learners. However, they also resulted in the manipulation of test records;a narrow emphasis on teaching subject matter that would be covered inexaminations; and an emphasis on addressing past examination papers to finishthe syllabus. These findings have profound implications for education policy andpractice
Document Type: article in journal/newspaper
Language: English
Relation: http://www.sobiad.org/ejournals/journal_IJSS/arhieves/IJSS_2017_2/s-mutereko.pdf; https://doaj.org/toc/1309-8063; https://doaj.org/article/7e0fcb1dfcd749a29d47eafea4fae08c
Availability: https://doaj.org/article/7e0fcb1dfcd749a29d47eafea4fae08c
Accession Number: edsbas.2BA6CFFA
Database: BASE