The current study was an exploration of how to develop assessment resources and processes
via in-depth interviews with 30 teachers. The focus was on how teachers use and apply different
assessment situations. The methodology, which was a predominately qualitative approach and
adopted case study design, sought to use a set of criteria based on constructs from literature
reviews to evaluate assessments. Thus these characteristics guided the study which included:
a brief description of assessment and moderation; assessment materials/resources; assessment
objectives; assessment activities; assessment/re-evaluation; and alignment/consistency. The
case (one site) and 30 respondents were selected purposively. The study revealed that assessors
need to use different methods of assessment depending on the socio-cultural setting of learners’
environment and resources, if applicable. We argue that teachers should note the socialisation
within their domain as well as the culture of their domain and domain-specific ways of talking,
acting, and seeing the world.

doi: 10.15700/201503070740