Exam (elaborations)
CMG3701 Assignment 1 2023
- Course
- CMG3701 (CMG3701)
- Institution
- University Of South Africa
CMG3701 Assignment 1 2023
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CMG3701Assignment 1 2023
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, CMG3701 Assignment 1 2023
Read the following scenario and answer questions below.
Changes in assessment theory and practice have become commonplace in
many education systems across the globe. Many changes are evident in state
education polices, which have implications for the ways in which
teachers/lecturers perform their duties. Calls have been made for more
authentic ways of assessing learning. and for assessment to become an integral
part of the teaching and learning processes. However, shifts in assessment
theory and practice remain framed in a Western paradigm, and increasing
globalization might lead to greater homogenization of assessment practices. In
this scenario we need to examine whether current shifts in assessment theory
and practice provide space for accommodating the solo-cultural backgrounds
of African learners. We further invoke the notion of ubuntu to explore its
potential to provide a more nuanced understanding of authentic/alternative
forms of assessment and examine ways in which the spirit of ubuntu might
contribute to disrupting the hegemony of contemporary assessment theory
and practice, given its strong Westem base. We will specifically look at
implications that the Africanization of assessment might have for teacher
education practices in South Africa. Understanding how assessment was
practiced in traditional African contexts within Ubuntu philosophy could
assist educators in doing assessment more effectively in their diverse
classrooms such as informal and formal assessment completely integrated
with education, learning and life; the content of traditional education in
communities included a variety of knowledge, skills and values. Assessment
judgements were made directly by observing conduct; and feedback was
immediate, specific and contextualized and given verbally; assessment was
predominantly done by educators, yet peer-and self-assessment were also
common. and assessment points of reference were varied; the assessment of
learner conduct was done with specific focus on the community and not the
individual learner; assessment was predominantly formative, holistic and
collaborative, yet also summative and individualized in specific contexts; and
the standards used in assessment focused on human qualities and character
rather than formally and objectively stated aims or outcomes.
QUESTION 1
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