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Continuous assessment in Expressive Arts in Malawian primary schools

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dc.contributor.author Chirwa, Grames Wellington
dc.contributor.author Naidoo, Devika
dc.date.accessioned 2015-10-29T20:03:51Z
dc.date.available 2015-10-29T20:03:51Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/11622/60
dc.description.abstract The new Curriculum in Malawi: the Primary Curriculum and Assessment Reform (PCAR) designed on the principles of integrated learning areas; outcomes; learner-centred pedagogies and continuous assessment (CA) was implemented in 2007. The purpose of this study was to investigate Expressive Arts teachers’ understandings, experiences and practices of continuous assessment in a selection of six state primary schools. Within a qualitative research design, and using the concepts of ‘instructional system’ and ‘learning milieu’ of Illuminative evaluation as postulated by Parlett and Hamilton (1976), data were collected through observations, interviews and document analyses. Teachers’ practices were characterised by an informal, technical form of assessment that privileged rote recall of facts and meeting bureaucratic requirements. The teachers cited large classes, lack of material resources and insufficient time as constraints. This study recommends that attention be given towards developing teachers’ understanding of CA principles and practice both at pre-service and in-service levels. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Illuminative Evaluation en_US
dc.subject Formative Assessment en_US
dc.subject Continuous Assessment en_US
dc.subject Summative Assessment en_US
dc.subject Teacher Development en_US
dc.subject In-service Training en_US
dc.subject Art Teachers en_US
dc.title Continuous assessment in Expressive Arts in Malawian primary schools en_US


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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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