Effectiveness of assessment strategies for learner placement into IGCSE extended mathematics at a selected Zimbabwean High School

Abstract

This study examined assessment strategies for placing learners in IGCSE Extended Mathematics at a selected high school in Zimbabwe. Adopting a pragmatist paradigm and mixed-methods approach, the research employed semi-structured questionnaires, interviews, and document analysis. Using stratified random sampling, 30 learners were selected, while purposive sampling was used to select four mathematics teachers. Quantitative data underwent descriptive statistical analysis, and qualitative data were subjected to thematic analysis, with ethical considerations central throughout. Results indicated that placement decisions relied predominantly on summative assessments, particularly midyear and endof-year examinations. The assessment strategies proved only partially effective due to inconsistent application and the absence of formalised guidelines, culminating in learner misplacement, diminished confidence, and inadequate post-placement support. Teacher bias, inconsistent application, and lack of systematic oversight further compromised effectiveness. Respondents emphasised the necessity of holistic approaches that integrate multiple assessment criteria with academic and socio-emotional considerations. The study concludes that effective placement requires balancing diagnostic accuracy with educational fairness to ensure decisions accurately reflect learners' abilities while promoting equitable access to academic success. Recommendations include implementing multi-criteria decision-making frameworks and establishing systematic monitoring mechanisms for placement decisions.