Thesis (MTech(Education))--Cape Technikon, 1998 / This study presents a model for the evaluation of educational innovation in a context of transformation. The model incorporates formative, summative and illuminative evaluation goals and emphasises the need to locate the innovation which is being evaluated within the context and policy framework of its operation. The evaluation framework provided by the model takes into account the full range of variables impacting on innovative educational practice and subjects the innovation, along with its transforming educational context, to the scrutiny of evaluation. The ten-stage generalised evaluation model is presented as a framework for the evaluation of any type of educational innovation. In this study the model is applied to the evaluation of an innovative intervention, LEAP (Learning in English for Academic Purposes), at a tertiary institution in South Africa. The LEAP course aims to develop English academic literacy skills in students, foster student-centred learning and teaching and promote the transfer of academic literacy skills across the curriculum. The background to, theoretical underpinnings and development of the course are expanded on in the study. In line with the model, the LEAP intervention is located within the context and policy framework of its academic context. The principal stakeholders in the LEAP intervention are identified. They are used as sources to identify the aspects of LEAP to be evaluated, as well as to identify the criteria for evaluation. An eclectic approach is adopted in the evaluation of the LEAP course. Both quantitative and qualitative data collection methods are employed, using a variety of instruments. A range of sources is consulted to cross-validate the analysis of the data, and recommendations are made on the basis of conclusions drawn from the interpretation of the data. The final section of the study reflects on the whole evaluation process and areas for further research are also discussed.

Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, 1995. / The present research study evaluated an unresearched assessment battery used to determine student trainability at a multi-disability commercial college. The issues of validity - specifically criterion-related validity and content-related validity and dynamic assessment were the main focus of the study. Revisions to the assessment battery where necessary were recommended, Fifty-two students from the multi-disability college formed the sample population for establishing the criterion-related validity of the assessment battery. Students assessment results were correlated with the number of credits .hey obtained on course completion using the Pearson Product Moment Correlation Coefficient. This research established that useful inferences about student trainability could be made from the existing assessment battery scores. Establishing the content-related validity of the assessment battery was a two foid process. Firstly, course lecturers completed a self-administered questionnaire to determine what skills/ attributes were necessary for success in the four courses offered at the College. Secondly, a workshop was held with a multi-disciplinary team of professionals to determine what skills/ attributes were being tapped by the various sub-tests of the battery. It was established that twelve of the skills/attributes necessary for course success were not tapped on the existing assessment battery. Measures which tap these skills/attdbutes need to be included in the assessment battery so that its content validity can be established. Given the controversy relating to standardised/static testing it was important to research the relevance and usefulness of the introduction of a dynamic assessment component to the existing battery. Dynamic assessment would allow for learning potential to be tapped. Analyses of variance were conducted to determine the relationships between the variables - race, educational level and type of disability with performance on the assessment battery. The significant relationships between educational level and performance and type of disability and performance

Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)

Thesis (masters)--University of South Africa, 2001.

Thesis / This research is mainly concerned with determining whether the existing evaluation methods/measurement instruments used in Business Management at Technikon SA, are still suitable, adequate and acceptable enough for continued use, or whether there is a need for the introduction of alternative methods. The first objective in this research was to determine what the exact role and function of evaluation in the education process is. On the basis of literature, it was determined that evaluation, and by implication measurement, is a crucial component of the education process and that no real teaching or learning can occur without it. Second, an attempt was made to determine what the nature and extent of the shortcomings of the existing measurement instruments were. Also on the basis of literature it was found that there are numerous and serious disadvantages in the existing measurement instruments. Third, the researcher also attempted to determine whether any other (alternative) measurement instruments, in addition to the existing ones, were available. It was discovered that there are a variety of alternative evaluation/measurement instruments available. Fourth, the measurement instruments used in Business Management were analysed and compared to the Business Management curriculum objectives to determine whether they were indeed suitable for the subject. It was found that, although a positive correlation seems to exist between the measurement instruments and the curriculum objectives, there were certain definite shortcomings in the existing measurement instruments in terms of the realization of some of the curriculum objectives. Fifth, focus group interviews were used as a research method to get an understanding of the views of TSA learners on the aspect of evaluation and the methods/instruments currently used. Most of the participants expressed a need for more practical types of measurement/evaluation. However, many participants felt the written examination should not be abolished entirely, but be used in conjunction with other more practical methods. The research concluded with a number of recommendations based on the findings in this research. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Thesis / This research is mainly concerned with determining whether the existing evaluation methods/measurement instruments used in Business Management at Technikon SA, are still suitable, adequate and acceptable enough for continued use, or whether there is a need for the introduction of alternative methods. The first objective in this research was to determine what the exact role and function of evaluation in the education process is. On the basis of literature, it was determined that evaluation, and by implication measurement, is a crucial component of the education process and that no real teaching or learning can occur without it. Second, an attempt was made to determine what the nature and extent of the shortcomings of the existing measurement instruments were. Also on the basis of literature it was found that there are numerous and serious disadvantages in the existing measurement instruments. Third, the researcher also attempted to determine whether any other (alternative) measurement instruments, in addition to the existing ones, were available. It was discovered that there are a variety of alternative evaluation/measurement instruments available. Fourth, the measurement instruments used in Business Management were analysed and compared to the Business Management curriculum objectives to determine whether they were indeed suitable for the subject. It was found that, although a positive correlation seems to exist between the measurement instruments and the curriculum objectives, there were certain definite shortcomings in the existing measurement instruments in terms of the realization of some of the curriculum objectives. Fifth, focus group interviews were used as a research method to get an understanding of the views of TSA learners on the aspect of evaluation and the methods/instruments currently used. Most of the participants expressed a need for more practical types of measurement/evaluation. However, many participants felt the written examination should not be abolished entirely, but be used in conjunction with other more practical methods. The research concluded with a number of recommendations based on the findings in this research. / Curriculum and Instructional Studies / D. Ed. (Didactics)