The PASS model for the assessment of cognitive functioning in South African schools : a first probe

Diversity is an acknowledged characteristic of the South African society. Traditional standardised methods of assessment for cognitive functioning have been discouraged or abandoned, as they have been found to be discriminatory. Arguing for a systematic assessment process, a previous researcher has...

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Veröffentlicht in:	South African journal of education 2002-08, Vol.22 (3), p.246-252
Hauptverfasser:	Reid, K.D., Kok, J.C., Van der Merwe, M.P.
Format:	Artikel
Sprache:	eng
Schlagworte:	Educational policy Educational sciences Policy, reform, legislation Subsaharian Africa
Online-Zugang:	Volltext
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