Read the following case study and answer the questions that follow:

Tlokwane High school is known for healthy school climate and well$-$developed culture of

teaching and learning. Teachers, learners and parents value conscientious hard work and

the resultant achievement of success.

Mrs Tihapo, a dedicated geography teacher, demands unconditional attention in her

classes. She therefore subjects her learners to continuous, unexpected class tests. These

class tests collectively add up to a year mark. Nothing is asked in these tests that was not

thoroughly dealt with in the class situation. Yet learners and parents feel this is unfair

practice. They maintain that all tests that add up to a year mark, and which influence the

final promotion mark, should be formally announced in advance, and be executed within a

formally announced demarcated area of learning $($scope$).$

Mrs Tlhapo, on the other hand, prefers the virtues of diagonistic, formative assessment

within the normal instruction environment as a true reflection of attainments and

shortcomings and which serves as encouragement to learners for sustained engagement

with the subject content. She prefers this to a predetermined test period and demarcated

test content that creates an artificial division between teaching, learning and assessment.

The principal has realised that conflict situation is threating to develop. Both parties

believe equally strongly in their approaches.

Mrs Tlhapo wants to cultivate all$-$rounders with a thorough and extensive knowledge of

geographical matters. Learners and parents, on the other hand, are concerned with high

marks for the sake of possible bursaries for further studies.

Questions$1$

$1\mathrm{.}1$ Is the conflict in the Tlokwane scenario functional or dysfunctional? Motivate your

answer. $[5]$

$1\mathrm{.}2$ Compare functional and dysfunctional conflict. $[10]$

$1\mathrm{.}3$ As an educational leader, how will you resolve this conflict. $[10]$