Teachers as Assessors: A Case Study of the Gauteng Province (Republic of South Africa)


  • Tebogo Mogashoa College of Education, University of South Africa PO Box 392, 0003 Unisa, South Africa


The aim of the research was to establish how assessment was implemented by teachers in selected schools in Gauteng Province. This study was underpinned by a critical discourse analysis theory in which the researcher expressed his comments or judgements based on written or spoken communications, discussions or conversations with teachers. Qualitative method was used to gather information from the different categories of participants. In-depth formal interviewing was used as the main data collection method. The researcher used focus group interviews and individual interviews to collect data. The researcher then interpreted and drew meaning from the displayed data. The knowledge this research intended to create will be of significance because teachers play a key role in the process of implementing assessment policies. Teachers had different views on the process of assessment. All teachers interviewed conceded that they received training on the National Protocol on Assessment. However, educators had different views in terms of the workshops they attended. There must be a shift from norm-referenced to criterion-referenced type of assessment, that is, shift from assessing learners by comparing one learner from the others.

DOI: 10.5901/mjss.2013.v4n14p371


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How to Cite

Teachers as Assessors: A Case Study of the Gauteng Province (Republic of South Africa). (2013). Mediterranean Journal of Social Sciences, 4(14), 371. https://www.richtmann.org/journal/index.php/mjss/article/view/1616