This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
In 2021, teachers instructing the average Grade 4 student in South Africa faced reading abilities spanning almost four grade levels in one classroom (Böhmer & Wills, 2023). In this context, curriculum or instruction differentiation is a necessary classroom strategy. The South African curriculum and inclusive education policies recognise learner diversity and envisage class teachers as responsible for curriculum differentiation supported by district and circuit experts.
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