The Teacher Assessment Practices study was conducted by the Centre for Education Quality Improvement in collaboration with the National Department of Education as part of a national programme to implement an effective assessment system for improving learning in all South African schools. The purpose of the study was to determine how assessment was understood and applied in schools serving learners for different socio-economic backgrounds.

Using both qualitative and quantitative approaches, information was obtained on: (a) the knowledge, understanding and perceptions of teachers (and school managers) of assessment; (b) the systems and structures established in schools for the use of assessment information, (c) the nature, form and content of teacher assessment practices, and (d) the feedback practices of teachers.

This paper begins with a background to the study highlighting evidence from previous assessment studies conducted in South Africa. It then outlines the theoretical approach and methodology applied followed by a discussion of the findings. The paper concludes by listing key challenges, and strategies, for implementing effective classroom assessment practices to improve learning in all South African schools.