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Journal of Education no.87 Durban 2022  Articles | | | | | | · Entrenching performativity or enhancing pedagogy: Addressing the challenge of assessment policy and practice
Kanjee, Anil; Roberts, Nicky; Sadeck, Osman; Ramollo, Jeanette
| | | | | | · Assessment and social justice: Invigorating lines of articulation and lines of flight
le Grange, Lesley; Simmonds, Shan; Maistry, Suriamurthee Moonsamy; Blignaut, Sylvan; Ramrathan, Labby
| | | | | | · Unpacking the efficacy of a continuous professional development programme to support teachers to use assessment in no-fee schools
Nakidien, Toyer; Sayed, Yusuf; Sadeck, Osman
| | | | | | · Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana
Enu, Justice; Ngcobo, Annatoria Zanele
| | | | | | · From measuring impact to informing course design: The second design trial of the Maths Intensive course
Roberts, Nicky; Maseko, Jerry
| | | | | | · Voice and voicelessness in the construction of assessment policies: Participation as a relevant dimension in the potential impact on teaching and learning
Petour, María Teresa Flórez
| | | | | | · Investigating the differential item functioning of a PIRLS Literacy 2016 text across three languages
Roux, Karen; van Staden, Surette; Pretorius, Elizabeth J.
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