|dc.description.abstract||This research focused on solving specific contemporary teaching questions
scientifically. It attempted to provide a solution to the quest for more effective
assessment in language teaching and for the expected training of more
autonomous, lifelong learners in school.
In order to reach the above-mentioned solution, it was imperative to illustrate
why the current model of assessment in language teaching does not meet the
demands that are made on teaching and evaluation. The paradigm shifts in
learning, teaching and assessing have been researched and the conclusion
was that these three areas, as well as the paradigm shifts have an influence
on each other. These shifts in approach resulted in more demands currently
being imposed on teaching than before.
Assessment has been narrowed down to a certain context: that of language
teaching. The current practice of awarding only a mark on the report to
denote language ability, does not meet the demands of a comprehensive
reflection of the learner's language ability. The study aims to supply more
comprehensive information about the Iearners language ability by proposing
additional assessment practices. The concept of integrated assessment was
developed. A language profile: a combination of the practices of integrated
assessment, is advised instead of a language mark.
The sample of this study comprises thirty-two language teachers at nine
primary schools in Potchefstroom. Data was collected from the above mentioned
sample, through the use of a self-developed questionnaire. A
Likert type scale was used in the questionnaire.
ln conclusion, some of the findings of this study are as follows:
The communicative approach to language teaching currently being
followed, was presented in the subject didactical training in a satisfying
manner and is effectively being implemented.
The teachers, learners and (according to the teachers) parents are
positive about the communicative approach in language teaching.
The practice of continuous assessment is not being implemented fully in
each classroom and some teachers expressed the need for further
information. The attitude of the teachers towards this practice is very
The proposed practices of additional assessment are not implemented
fully or at all, although the teachers have mixed feelings about these
practices by feeling positive about some and mistrusting others.
The practice of additional assessment by compiling a portfolio for each
learner is viewed positively by three quarters of the teachers. The
teachers that have not implemented it yet plan to do so in future.
The portfolio is comprehensive and comprises the other additional
practices, and it can. be recommended that the approach of integrated
assessment should be implemented. The language profile for each
learner compiled from integrated assessment practices can also be
established as a concept.
More information about continuous assessment should be made known to
keep teachers informed about the practices and possibilities, as it is
important for further recommendations about integrated assessment.
Research on integrated assessment in language teaching and the
compilation of a language profile should be examined. The influence of an
integrated assessment programme on the teaching-learning situation should