A Model for a Successful Implementation of Continuous Assessment in Limpopo Secondary Schools

Matome L Ramalepe


Continuous Assessment (CASS) remains a seminal policy underlying South African curriculum despite notable curriculum changes that have transpired in this country since 2001. The widely acknowledged merit of CASS is that it assesses learners’ strengths and weaknesses, this allows for a remedial support for slower learners. In practice, however, implementing CASS in schools is not without trouble due to several factors such as lack of monitoring and support, learner discipline and lack of parent involvement due to high illiteracy levels. There is currently no decisive action plan in South Africa to address these challenges. It is against this backdrop of lacking an explicit and immediate remedy to the problems inhibiting the practice of CASS in schools that the conceptual model is proposed. The conceptual model draws upon the recommendations of my study of the role of school managers in the implementation of CASS in Mopani district, Limpopo province. Therefore, drawing from literature and own study, the purpose of this article is to (1) explore the challenges hampering the implementation of CASS in schools and (2) uncover a model for unraveling the challenges that inhibit the implementation of CASS in schools.

DOI: 10.5901/mjss.2015.v6n1p578

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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