The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6<br />
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Neo Tsotetsi

doi:doi:10.11648/j.tecs.20230804.11

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The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6

Neo Tsotetsi

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 4)

Received: 10 September 2023 Accepted: 4 October 2023 Published: 28 October 2023

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Abstract

The aim of the study was to analyse adherence to the assessment guidelines and examination framework pertaining to the Social Sciences Curriculum Assessment Policy Statement (CAPS) Section 4 (assessment-related) amendments in Geography in the Intermediate Phase. The research was undertaken with a view to improving the implementation of the aforementioned amendments. To that end, the researcher adopted a qualitative approach involving document analysis, to analyse Geography question papers in the identified phase, with grades 4–6 June examination papers being purposively sampled. Predefined themes stemming from the content analysis were used during the process of analysing the data. The findings reported on in this article, stemmed from an analysis of the implementation of the assessment guidelines and examination framework for the Social Sciences CAPS Section 4 amendments in Geography in the Intermediate Phase The findings emanating from the study revealed that most of the examination papers did not address the learners’ different cognitive levels. In addition, teachers were found not to infuse paragraph writing when setting the question papers, while those who did so, did not use a rubric for assessment purposes. In addition, the weighting and number of questions the learners had to answer did not correspond with what CAPS advocates.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 4)
DOI	10.11648/j.tecs.20230804.11
Page(s)	168-175
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Assessment, Cognitive Level, Curriculum Assessment Policy Statement, Outcomes-Based Education, Qualitative Document Analysis

References

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[4]	Department of Basic Education (DBE). 2011. National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS) Intermediate Design. Pretoria: DBE. Available online: file:///C:/Users/admin/Desktop/ Intermediate%20Phase-CAPS% 20Amendments.pdf (accessed on 30 August 2023).
[5]	Department of Basic Education. 2019. Implementation of the Abridged Version of the Amended Section 4 of the Curriculum and Assessment Policy Statement for Grade R–12. Government Gazette vol. 1429, no. 42829. https://www.gov.za/sites/default/files/gcis_document/201911/42829gon1429.pdf
[6]	Department of Education (DoE). 2010. Improving the Quality of Learning and Teaching. Curriculum News. Pretoria: DoE.
[7]	Gouws, F. E. 2014. Assessment in the Intermediate and Senior Phases. In The Educator as Assessor, 2^nd ed., edited by J. M. Dreyer. Pretoria: Van Schaik.
[8]	Gultig, J., U. Hoadley and J. Jansen, eds. 2002. Curriculum: From Plans to Practices. Cape Town: Saide & Oxford University Press.
[9]	Harley, K. and V. Wedekind. 2004. Political Change, Curriculum Change and Social Formation, 1990–2002. In Changing Class: Education and Social Change in Post-apartheid South Africa, edited by L. Chisholm. Pretoria: HSRC Press, pp. 195–220. Available online: http://www.researchgate.net/publication/ 234116457 (accessed on 25 September 2022).
[10]	Kennedy, M., M. B. Fisher and R. H. Ennis. 1991. Critical Thinking: Literature Review and Needed Research. In Educational Values and Cognitive Instruction: Implications for Reform, edited by L. Idol and B. F. Jones. Oxford and New York: Taylor & Francis, 11–40. Available online: https://www.taylorfrancis.com/ chapters/edit/10.4324/9781315044392-2/critical-thinking-mellen-kennedy-michelle-fisher-robert-ennis (accessed on 3 June 2023).
[11]	Khan, W. B. and H. M. Inamullah. 2011. A Study of Lower-order and Higher-order Questions at Secondary Level. Asian Social Science 7 (9): 149.
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[13]	McMillan, J. H. and S. Schumacher. 2014. Research in Education: Evidence-based Inquiry, 7^th int. ed. London: Pearson Education.
[14]	Moodley, G. 2013. Implementation of the Curriculum and Assessment Policy Statements: Challenges and Implications for Teaching and Learning. Master’s dissertation, University of South Africa, Pretoria, South Africa.
[15]	Ndashe, T. S. 2016. How Heads of Departments Manage the Teaching of Social Sciences in the Intermediate Phase. Mini dissertation, University of Pretoria, South Africa.
[16]	Nieman, M. M. and G. E. Pienaar. 2014. The Role of the Learning Process, Learning Styles and Learner Differences in the Mediation of Learning. In The Educator as Mediator of Learning, edited by M. M. Nieman and R. B. Monyai. Pretoria: Van Schaik.
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APA Style

Neo Tsotetsi. (2023). The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6 . Teacher Education and Curriculum Studies, 8(4), 168-175. https://doi.org/10.11648/j.tecs.20230804.11

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ACS Style

Neo Tsotetsi. The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6 . Teach. Educ. Curric. Stud. 2023, 8(4), 168-175. doi: 10.11648/j.tecs.20230804.11

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AMA Style

Neo Tsotetsi. The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6 . Teach Educ Curric Stud. 2023;8(4):168-175. doi: 10.11648/j.tecs.20230804.11

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@article{10.11648/j.tecs.20230804.11,
  author = {Neo Tsotetsi},
  title = {The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6

	
},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {4},
  pages = {168-175},
  doi = {10.11648/j.tecs.20230804.11},
  url = {https://doi.org/10.11648/j.tecs.20230804.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230804.11},
  abstract = {The aim of the study was to analyse adherence to the assessment guidelines and examination framework pertaining to the Social Sciences Curriculum Assessment Policy Statement (CAPS) Section 4 (assessment-related) amendments in Geography in the Intermediate Phase. The research was undertaken with a view to improving the implementation of the aforementioned amendments. To that end, the researcher adopted a qualitative approach involving document analysis, to analyse Geography question papers in the identified phase, with grades 4–6 June examination papers being purposively sampled. Predefined themes stemming from the content analysis were used during the process of analysing the data. The findings reported on in this article, stemmed from an analysis of the implementation of the assessment guidelines and examination framework for the Social Sciences CAPS Section 4 amendments in Geography in the Intermediate Phase The findings emanating from the study revealed that most of the examination papers did not address the learners’ different cognitive levels. In addition, teachers were found not to infuse paragraph writing when setting the question papers, while those who did so, did not use a rubric for assessment purposes. In addition, the weighting and number of questions the learners had to answer did not correspond with what CAPS advocates.
},
 year = {2023}
}

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T1  - The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6

	

AU  - Neo Tsotetsi
Y1  - 2023/10/28
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VL  - 8
IS  - 4
ER  -

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Author Information

Neo Tsotetsi

Department of Curriculum Studies, University of South Africa, Pretoria, South Africa

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Plain Text BibTeX RIS

APA Style

Neo Tsotetsi. (2023). The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6 . Teacher Education and Curriculum Studies, 8(4), 168-175. https://doi.org/10.11648/j.tecs.20230804.11

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ACS Style

Neo Tsotetsi. The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6 . Teach. Educ. Curric. Stud. 2023, 8(4), 168-175. doi: 10.11648/j.tecs.20230804.11

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AMA Style

Neo Tsotetsi. The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6 . Teach Educ Curric Stud. 2023;8(4):168-175. doi: 10.11648/j.tecs.20230804.11

Copy | Download

@article{10.11648/j.tecs.20230804.11,
  author = {Neo Tsotetsi},
  title = {The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6

	
},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {4},
  pages = {168-175},
  doi = {10.11648/j.tecs.20230804.11},
  url = {https://doi.org/10.11648/j.tecs.20230804.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230804.11},
  abstract = {The aim of the study was to analyse adherence to the assessment guidelines and examination framework pertaining to the Social Sciences Curriculum Assessment Policy Statement (CAPS) Section 4 (assessment-related) amendments in Geography in the Intermediate Phase. The research was undertaken with a view to improving the implementation of the aforementioned amendments. To that end, the researcher adopted a qualitative approach involving document analysis, to analyse Geography question papers in the identified phase, with grades 4–6 June examination papers being purposively sampled. Predefined themes stemming from the content analysis were used during the process of analysing the data. The findings reported on in this article, stemmed from an analysis of the implementation of the assessment guidelines and examination framework for the Social Sciences CAPS Section 4 amendments in Geography in the Intermediate Phase The findings emanating from the study revealed that most of the examination papers did not address the learners’ different cognitive levels. In addition, teachers were found not to infuse paragraph writing when setting the question papers, while those who did so, did not use a rubric for assessment purposes. In addition, the weighting and number of questions the learners had to answer did not correspond with what CAPS advocates.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6

	

AU  - Neo Tsotetsi
Y1  - 2023/10/28
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230804.11
DO  - 10.11648/j.tecs.20230804.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 168
EP  - 175
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230804.11
AB  - The aim of the study was to analyse adherence to the assessment guidelines and examination framework pertaining to the Social Sciences Curriculum Assessment Policy Statement (CAPS) Section 4 (assessment-related) amendments in Geography in the Intermediate Phase. The research was undertaken with a view to improving the implementation of the aforementioned amendments. To that end, the researcher adopted a qualitative approach involving document analysis, to analyse Geography question papers in the identified phase, with grades 4–6 June examination papers being purposively sampled. Predefined themes stemming from the content analysis were used during the process of analysing the data. The findings reported on in this article, stemmed from an analysis of the implementation of the assessment guidelines and examination framework for the Social Sciences CAPS Section 4 amendments in Geography in the Intermediate Phase The findings emanating from the study revealed that most of the examination papers did not address the learners’ different cognitive levels. In addition, teachers were found not to infuse paragraph writing when setting the question papers, while those who did so, did not use a rubric for assessment purposes. In addition, the weighting and number of questions the learners had to answer did not correspond with what CAPS advocates.

VL  - 8
IS  - 4
ER  -

Copy | Download