Narrating Deputy Principals and Heads of Departments' Experiences of Assessment Practices in Curriculum Delivery

Introduction

In recent times, two major “turning-points” have changed the world of work drastically, Education 4.0 and the COVID-19 pandemic. Education 4.0 has created exponential possibilities and opportunities for the knowledge economy, while the COVID-19 pandemic has had a significant impact on global events, from governance to socialisation. These two “turning-points” have changed and challenged international events radically while also bringing about an exponential shift in the boundaries of the knowledge economy. The COVID-19 pandemic impacted all human activity and interrupted the educational sector with such a significant impact that radical changes were warranted in all institutions intended to survive and continue with its mandate.

Assessment is part of the curriculum delivery process and a critical dimension to measure the learner's performance. The importance of assessment in teaching and learning is essential in curriculum delivery worldwide. Deputy principals (DPs) and heads of departments (HoDs) play a vital role in the curriculum delivery process and development as co-instructional leaders responsible for monitoring the assessment process towards total quality management. The South African schooling system is regulated by the South African Schools Act (SASA), Act 84 of 1996 (Republic of South Africa, 1996; 2016). SASA stipulates the roles and functions of D.P.s and HoDs as role players in the school management team (SMT). Based on SASA conditions, the SMT and instructional leaders are compelled to act and adhere to the stipulations of SASA and apply the TQM philosophy in the implementation and delivery the school curriculum.

The purpose of this chapter is to explore deputy principals and heads of departments' lived experiences as curriculum and instructional leaders regarding assessment practices at the school level towards curriculum delivery. To answer the purpose of the chapter, the following questions have been formulated: What is the general purpose of conducting assessment in your school? What types of assessment and good assessment practices are used in your school? What challenges are you facing regarding learner assessment in your school? What suggestions or changes can be offered to positively influence good assessment practices in your school?