Exploring history teachers' perceptions of outcomes-based assessment in South Africa

Abstract

In an attempt to restructure the unequal South African education system of the apartheid regime, Curriculum 2005 – with an Outcomes-based Education (OBE) approach – was introduced by the ANC government in 1998. This new teaching approach implied, amongst other things, modified assessment practices, which set new demands and challenges for History teachers. A national survey was conducted amongst a stratified random sample of History teachers in South Africa to explore their perceptions of Outcomes-based Assessment (OBA) practices. The purpose of this article is to share the findings of this survey. The findings emanating from the research revealed that, in general, History teachers' perceptions about OBA were positive, but that they experienced problems with the practical implementation thereof. Factors such as inadequate training, the lack of resources and other support material in learning and teaching, an increased workload and a lack of support from subject and curriculum specialists contributed to the perception that there was insufficient support for effective OBA implementation. Inadequate knowledge and an ineffective understanding of the complex assessment requirements and practices of OBA were also cited as implementation issues.