Arts Collected Works - Theses

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Subject: English language -- Study and teaching -- Foreign speakers ×

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    The impact of curriculum reform and assessment on teaching : the case of BGCSE english curriculum in Botswana
    Nkosana, Leonard Ben Mwalimu. (University of Melbourne, 2006)
    This study investigated the impact of the reform of the Botswana General Certificate of Secondary Education (BGCSE) English curriculum and assessment on the teaching and learning of speaking skills in Botswana schools. Speaking skills are not assessed in the BGCSE exam, and it is often argued that the examination exerts a huge influence on teaching and learning. Data was collect from form five (year 12) students and form five ESL teachers through survey questionnaires and through interviews with three categories of education officers responsible for curriculum development and evaluation, supervision of the teaching of ESL in senior secondary schools, and the assessment and examination of ESL in senior secondary schools respectively. The study found that while the examination had some impact on classroom practice, this was mitigated by the sociolinguistic status of English in Botswana, and that in any case there were further factors such as lack of materials and appropriate professional development influencing teacher behaviour. The majority of the teachers were also found to believe in exam washback. They thought that the testing of speaking would make both teachers and the students pay more attention to speaking than they do now. They also believe that at the moment the teaching and learning of speaking is not up to the standard it could be at due to the non assessment of speaking, and that the introduction of a speaking test will have a positive washback effect on those in the MoE who are responsible for the production of teaching materials to produce relevant materials for the teaching and assessment of speaking. Curriculum, development and evaluation (CD&E) officers and senior education officers (SEOs) in the department of secondary education responsible for supervising the teaching of ESL in senior secondary schools believe in the washback effects of the BGCSE English examination, and consider the non-assessment of speaking as something that militates against the teaching of speaking. On the other hand the examinations, research and testing division (ERTD) officers minimise the impact of the exam on teaching and seem not to be very concerned with the level/quality of the teaching of speaking as long as it is not completely ignored. It emerged that ERTD officers' main agenda is to develop valid and reliable exam instruments that are deemed by the nation as fair for use in the selection for the next level of education, training or for employment, and the main agenda of the CD&E, officers and SEOs is to make sure that ESL is taught according to the syllabus. The different agendas pursued by the two categories result in clash of values or interests leading to limited consultation. This affects the implementation of projects that require consultation and cooperation between the two categories; in this case the teaching and assessment of speaking.