An analysis of Grade 10 History assessment tasks.
Abstract
This paper examines the nature and scope of the assessment tasks that
three Grade 10 history classes were required to complete in 2005. Data
were collected from three different secondary schools located in different
socio-economic areas in KwaZulu Natal. Three tests from each school are
analysed using Bloom's revised taxonomy in terms of knowledge dimension
and cognitive process. The findings show that the assessment tasks
across the schools differ substantially in both the level and the range of
cognitive demand required of learners. While the study cannot make
strong claims about causal explanations for the differences, the data do
support an explanation of curriculum continuity in the historically advantaged
sector in that previously white and Indian schools have been
using evidence and source-based teaching and assessment for a number
of years.