The use of real life contexts in the CTA: Some unintended consequences

dc.creator	Sarah Bansilal
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:21:43Z
dc.date.available	2015-07-20T22:21:43Z
dc.identifier	10.4102/pythagoras.v0i0.42
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/b97dcc803abe4ef3af0165452e073643
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20477
dc.description	The Common Tasks for Assessment (CTA) was a new assessment programme that was introduced in 2002 in South Africa for all Grade 9 learners. The purpose of this paper is to articulate some concerns around the use of contextualised assessment activities in the CTA. The study reported here was carried out in 2003. Data for the study was generated from lesson observations and interviews with the participant teachers and groups of learners. It is argued that although the intentions behind the design of the CTA are well meaning and noble, there are in fact some learners who may be unintentionally disadvantaged by the design of the CTA which uses an extended context as a source for all the assessment tasks. In this paper two unintended consequences of using ‘real life’ contexts are identified and the implications of these are discussed, by linking the observations to research carried out in the UK and the USA.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/42
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 0, Iss 69, Pp 17-27 (2011)
dc.subject	real-life problems
dc.subject	assessment
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	The use of real life contexts in the CTA: Some unintended consequences
dc.type	article