Tshiovhe, T. E.Monobe, R. J.Mulaudzi, N. O.Nndwamato, Tendani Elizabeth2017-10-222017-10-222017-09-18Nndwamato, T.E. 2017. Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa. . . http://hdl.handle.net/11602/869http://hdl.handle.net/11602/869MEd (Educational Management)Department of Educational ManagementThe aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics.1 online resource (x. 179 leaves)enUniversity of VendaContinuous assessmentUCTDModerarion Quality teaching and learning of MathematicsSchool-based moderationSchool Management Teams371.20968257School management teams -- South Africa -- LimpopoSchool management and organization -- South Africa -- LimpopoEducational planning -- South Africa -- LimpopoManagement -- South Africa -- LimpopoSchool-based management -- South Africa -- LimpopoEducation -- Curricula -- South Africa -- LimpopoMathematics -- Study and teaching -- South Africa -- LimpopoDissertationNndwamato TE. Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa. []. , 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/869Nndwamato, T. E. (2017). <i>Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa</i>. (). . Retrieved from http://hdl.handle.net/11602/869Nndwamato, Tendani Elizabeth. <i>"Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa."</i> ., , 2017. http://hdl.handle.net/11602/869TY - Dissertation AU - Nndwamato, Tendani Elizabeth AB - The aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics. DA - 2017-09-18 DB - ResearchSpace DP - Univen KW - Continuous assessment KW - Moderarion Quality teaching and learning of Mathematics KW - School-based moderation KW - School Management Teams LK - https://univendspace.univen.ac.za PY - 2017 T1 - Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa TI - Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa UR - http://hdl.handle.net/11602/869 ER -