Winds of change in teachers’ classroom assessment practice: a self-critical reflection on the teaching and learning of visual literacy in a rural Eastern Cape High School

Mbelani, M. (2008) Winds of change in teachers’ classroom assessment practice: a self-critical reflection on the teaching and learning of visual literacy in a rural Eastern Cape High School. English Teaching: Practice and Critique, Volume 7 (3). pp. 100-114. ISSN 1175-8708

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Abstract

The year 2006 saw the implementation of a new curriculum for teaching English First Additional Language (FAL) in grades 10-12 in South African high schools. The curriculum includes the teaching and assessment of visual literacy – a challenge for teachers whose apartheid-era teacher education did not address visual literacy at all. The article is a self-critical reflection on my attempts to teach and assess a unit on visual literacy in a Grade 10 class in a rural high school in the Eastern Cape province of South Africa.

Item Type:Article
Uncontrolled Keywords:Visual literacy; assessment; questions; practices; teaching; learning; feedback, National Curriculum Statements; NCS; Outcomes Based Education; OBE; rubrics; new curriculum; critical reflection; action research; Eastern Cape; South Africa
Subjects:Y Unknown > Subjects to be assigned
Divisions:Research Institutes and Units > Institute for the Study of English in Africa (ISEA)
ID Code:1366
Deposited By: Mr Madeyandile Mbelani
Deposited On:21 May 2009
Last Modified:06 Jan 2012 16:20
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