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

Abstract

The purpose of this chapter is to explore deputy principals' and heads of departments' lived experiences as curriculum and instructional leaders in curriculum delivery in assessment practices at the school level. This study's exploratory qualitative approach had founded CAPS and NPA policies, direct DPs, and HoDs to execute their responsibilities by providing support, monitoring, moderating, and instructional leadership to SMT and subject teachers. It was found that teachers must set assessment tasks to enhance learners' higher-order thinking skills and critical thinking skills, which is a need for the 21st century.