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those who did not want to answer by names so that they can answer the questions.
All educators seemed to have given the learners homework to go and do at home in their activity books from their textbooks, or to do it in class in pairs or in groups. What was also unique from what I observed with mathematics/
mathematical literacy educators was the way they seemed to teach their learners. Assessment seemed to be evident throughout the whole lesson where the educator was more hands-on, in the sense that he or she would explain a concept, do examples of the concept/sum, then provide feedback to learners.
The theoretical framework advocates for democratic human principles and values to be imbued into their learners and be practised in schools. Thus, assessment can be used to install certain democratic characteristics such as participation and equal treatment in a safe environment.
This finding might reveal that assessment is not only limited to assessing learners what to write, but also democratic traits such as respect for one‟s work, participation and collaboration.
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Assessment policy To check whether any form of democratic principles and values were stipulated.
Lesson plans To be studied together with the observations to establish if democratic principles and values were evidently infused into teaching and learning practices.
Table 4.7: Summary showing documents reviewed in the study
Documents were analysed using Bowens‟ (2009) document analysis to provide data on the context within which research participants incorporate democratic principles and values into their classroom practice. It was important to recognise the key features identified by Child-Friendly Schools and Social Reconstructionism approach where democratic principles and values within the framework were discussed. The finding is that the analysis enabled me to determine how these crucial attributes were applied in the two schools selected for this study. Some educators might apply these attributes while others do not.
I asked educators for a copy of lesson plans administered on the day of classroom observation. Those who were able to provide the objectives, outcomes and tasks from lesson plans were given and then studied. The lesson plans provided, including classroom observations, made it possible to examine the degree to which educators practise what it is written. Through the lesson plans, I looked at their teaching approach to find out if it is in line with the interpretation of lesson objectives and assessments. However, some educator participants failed to provide lesson plans but rather gave me page numbers from the textbook of the lesson they focused on.
4.7.1 Curriculum and Assessment Policy Statement document
The Curriculum and Assessment Policy Statement (CAPS) document is abstracted from the National Curriculum Statement Grades R-12, where each CAPS document is created for each subject area. However, the aims and
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principles remain the same (DoBE, 2011). The CAPS document aims to produce learners who are not merely passive listeners, but are active in identifying and solving problems using critical and creative thinking. Moreover, it aims to create learners who work in groups and communicate effectively. These are attributes that need to be practised in the daily teaching and learning of democratic South African schools. The CAPS document is relevant in the incorporation of principles and values as it serves as a guide to educators who are to apply this policy document in practice in their daily lives.
4.7.2 The Manifesto on Values, Education and Democracy
It is a policy document created in an effort to flesh out the South African idea in the education arena (DoBE, 2001). The document suggests how life in the classroom can incorporate ideals and concepts of democracy, Ubuntu, respect and reconciliation by educators. The curriculum intends to instil knowledge, skills and values in learners by infusing the culture of human rights in the classroom;
with reconciliation as a crucial value in healing and schools being one of the places to redress this. This is in line with the Social Reconstructionism approach, which seeks to redress imbalances of the past, and to unlock the full potential of learners who will become responsible citizens. Respect is an important precondition for communication, for team work and productivity in schools. This is in line with the CFC framework, where within this study a culture of participation, respect and inclusiveness should be what educators apply in their everyday teaching, learning and assessment. Moreover, equity to promote equal access and social bonds in schools promotes participation, debate and discussion. In my opinion, teaching democratic principles and values creates learners of sound mind; and learners who do not treat these principles and values as an afterthought but apply them in their daily lives. My study aimed to investigate how educators in their teaching, learning and assessment embodied principles and values in government policy documents in their everyday classroom living.
92 4.7.3 Assessment policy
The National Curriculum Statement Grade R-12 and CAPS also provide a framework for assessment which is based on the principles of Outcome Based Education for Continuous Assessment policy (DoBE, 2012). In this study, both schools had the assessment policy to guide educators on testing, assessment and evaluation. Assessment can be done formally and informally as educators engage in classroom interactions. Assessment plays a crucial role in the progress of the individual child and will determine the outcome of each learner.
The policy encourages educators to stimulate thoughts in learners, to inspire them to ask questions, promote discussions and become critical thinkers. This ensures that learners are able to voice out their opinions and to participate.
When learners contribute in class, it leads to a dialogue where teaching and learning is stimulated through the use of assessments.
4.7.4 Lesson plans
Several lesson plans collected after and during the classroom observation lacked important details such as lesson objectives, learners‟ activities and educators‟
activities. Although educator participants carried with them textbooks or question papers as a basis for the day‟s lesson, it was difficult to understand the quality of the lesson as lesson plans were poorly written.