Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the curriculum in South Africa post 1994. When the new curriculum was introduced, it was assumed that teachers would effortlessly adapt their teaching and assessment practices, and swiftly implement the curriculum. Fourteen years after the inception of the new curriculum, majority of teachers are still grappling with issues of assessment. Previously, there was an exclusive bias towards summative assessment, which is mainly learning product–orientated and less or no focus on the other assessment typologies such as diagnostic and formative assessment, which are learning process–orientated. Of these typologies, diagnostic assessment is not being used maximally to enhance mathematics learning and inform the nature of the interventions to attend to learners’ needs. The study focused on diagnostic assessment by investigating the impact of a particular model, GIST model, on the learning barriers and learner achievement in mathematics among the grade 9 learners. The investigation of the impact of the GIST model was done through the experimental design in four schools with class sizes of d > 40. Data were collected quantitatively through Study Orientation Questionnaire (SOM) and Mathematics Achievement Test (MAT) as well as qualitatively through interviews, observations and document analysis. The t–test and the analysis of covariance (ANCOVA) revealed that the GIST model improved the learner achievement practically significantly (d = 0.79). However, the GIST model could not mitigate the learning barriers and improve correlations between SOM and MAT. The study, however, does find grounds to conclude that the latter findings can be attributed to teachers’ lacking understanding and implementation of diagnostic assessment, in particular the GIST components. Hence, certain recommendations are posed with regard to the applicable training of teachers in order to empower them to effectively utilize diagnostic assessment and to guide learners in overcoming learning barriers in mathematics. / Thesis (Ph.D. (Mathematics Education))--North-West University, Potchefstroom Campus, 2011.

In hierdie ondersoek is daar gepoog om die belange van die minderjarige kind in egskeiding te bevorder deur die egskeidingsevalueringsproses waarvolgens die belange van die kind bepaal word, te ondersoek en te beskryf. Die sisteemteoretiese benadering, wat op holisme as uitgangspunt gebaseer is, is gedefinieer en beskryf ten einde die sistemiese perspektief op die gesin-in-egskeiding uit te klaar. Voorts is egskeiding as internasionale fenomeen en die implikasies van egskeidingsdispute vir die minderjarige kind ondersoek en in terme van die juridiese en maatskaplike implikasies asook die beginsel van die “beste belang” van die kind beskryf en verduidelik. Navorser het `n selfontwikkelde praktykmodel vir egskeidingsevaluering ontwikkel en geëvalueer met die doel om die vasstel van die belange van die minderjarige kind in egskeiding te bevorder. Dit is gevolg deur die empiriese resultate, `n algemene opsomming, gevolgtrekkings en aanbevelings. Die volgende navorsingsvraag is geformuleer om die ondersoekende en beskrywende gedeelte van die empiriese navorsing te rig: Wat is die aard en inhoud van die egskeidingsevalueringsproses wat in die praktyk deur die Kantoor van die Gesinsadvokaat toegepas word ten einde die belange van die minderjarige kind te bevorder? Gelei deur die navorsingsvraag is die volgende hipotese geformuleer: Indien die sisteemteoretiese praktykmodel tydens egskeidingsdispute toegepas word, sal die beste belang van die minderjarige kind bevorder word. Vir hierdie ondersoek, waar twee evalueringsprosesse met mekaar vergelyk is, was die kwantitatiewe navorsingsbenadering die aangewese keuse. Intervensienavorsing as tipe navorsing is volgens die Ontwerp- en Ontwikkelingsmodel toegepas. Die kwantitatief-beskrywende opname navorsingsontwerp is benut ten einde die doel van die studie te bereik, naamlik: <ul>Om `n praktykmodel vir egskeidingsevaluering te ontwikkel en empiries te evalueer ten einde die beste belang van die minderjarige kind te bevorder.</li></ul> Voortspruitend uit die doel is die volgende doelwitte geformuleer: <ul> <li>Om vanuit `n sisteemteoretiese perspektief egskeiding as maatskaplike verskynsel, die gesin as maatskaplike sisteem en die belange van die minderjarige kind, teoreties te konseptualiseer.</li> <li>Om die huidige egskeidingsevalueringsproses, soos deur die Kantoor van die Gesinsadvokaat toegepas, te ondersoek en te beskryf.</li> <li>Om `n praktykmodel vir egskeidingsevaluering vanuit `n sisteemteoretiese perspektief, wat die belange van die minderjarige kind bevorder, te ontwikkel.</li> <li>Om die effektiwiteit van die nuut ontwikkelde praktykmodel vir egskeidingsevaluering empiries te evalueer.</li> <li>Om aanbevelings te maak ten opsigte van die praktykbenutting van die nuut ontwikkelde praktykmodel om die belange van die minderjarige kind in egskeidingsevaluering te bevorder.</li></ul> Ten einde die heersende evalueringsproses wat deur die Kantoor van die Gesinsadvokaat in egskeidingsdispute toegepas word met die evalueringsproses soos deur die nuut ontwikkelde praktykmodel toegepas is, te kon vergelyk, het navorser `n vraelys ontwerp vir evaluering van beide prosesse. Die vraelys het uit die volgende drie afdeling bestaan: (1) die professionele profiel van die deskundige (gesinsraadgewer/navorser); (2) profiel van die gesinsisteem in egskeiding wat geëvalueer is; en (3) die aard en inhoud van die evalueringsproses vir egskeidingsdispute. Voltooiing van die vraelys deur die deskundiges wat die twee egskeidingsevalueringsprosesse toegepas het, het meegebring dat die data vergelykbaar was. Daarvolgens kon die twee evalueringsprosesse dus vergelyk word en die effektiwiteit van die nuut ontwikkelde praktykmodel empiries geëvalueer word. Die empiriese resultate ten opsigte van die toepassing van die twee egskeidingsevalueringsprosesse in die praktyk, het `n wesenlike onderskeid in die aard en inhoud van die twee prosesse met betrekking tot die beste belang van die minderjarige kind aangetoon. Dit het geblyk dat in die toepassing van die egskeidingsevalueringsproses deur die Kantoor van die Gesinsadvokaat die assessering van die behoeftes, wense, ontwikkelingsvlak, verhoudings asook sistemiese verbintenisse van die minderjarige kind nie prioriteit geniet nie. Tydsbesteding aan konsultasies met die minderjarige kind is baie beperk en is slegs op `n ad hoc basis uitgevoer. Kollaterale bronne is ook op `n ad hoc basis betrek sodat dit nie moontlik was om die sistemiese verbintenisse van die minderjarige kind te eksploreer nie. Die evalueringsproses soos deur die nuut ontwikkelde praktykmodel toegepas is, bepaal as `n standaard prosedure individuele konsultasies vir assesseringsdoeleindes met die minderjarige kind ten einde die wense, behoeftes, ontwikkelingsvlak, verhoudings en sistemiese verbintenisse te kan bepaal met die oog op die vasstelling van die beste belang van die minderjarige kind vir die post-egskeidingsfase. Voldoende tydsbesteding aan die assessering van die minderjarige kind het hoë prioriteit volgens die praktykmodel geniet. Die evalueringsproses volgens die nuut ontwikkelde praktykmodel het kollaterale bronne as `n standaard prosedure betrek sodat die sistemiese verbintenisse van die minderjarige kind volledig geëksploreer kon word. Dit het dus uit die empiriese resultate geblyk dat die hipotese wat vir die studie gestel was, bevestig is. ENGLISH The aim of this study was to promote the interests of the minor child in a divorce situation, through an investigation into the process of assessment and evaluation whereby the best interests of the minor child in divorce disputes are determined. The systems theory approach, which sees holism as basic principle, was defined and described to explain the systems perspective of the family system in a divorce situation. Divorce as an international phenomenon and the implications of divorce disputes on the minor child were investigated, described and explained according to the legal and social implications as well as the principle of “the best interests” of the child. The researcher presented a self-developed practice model for divorce evaluation with the aim to promote the best interests of the minor child in divorce disputes. The study was concluded with the empirical results, a general summation, conclusions and recommendations. One research question was formulated to guide the investigative and descriptive part of the study, namely: What is the nature and content of the process of evaluation in divorce disputes to determine the best interests of the minor child which is administered by the Office of the Family Advocate? The following hypothesis was formulated according to the research question: If the practice model in divorce evaluation, based on systems theory, is administered in divorce disputes, the best interests of the minor child will be promoted. The quantitative research approach was selected in this investigation where two processes of evaluation were to be compared and the type of research was identified as Intervention Design and Development. The quantitative-descriptive survey design was selected to achieve the following goal of the study, namely: <ul> <li> To develop a practice model for evaluation in divorce and to evaluate the practice model empirical to promote the best interests of the minor child</li></ul> In order to obtain the goal of the study the following objectives were formulated: <ul> <li>To conceptualise theoretically divorce as social phenomenon, the family as social system and the interests of the minor child from a systems perspective.</li> <li>To investigate and describe the current process of evaluation in divorce disputes as it is administered by the Office of the Family Advocate.</li> <li>To develop a practice model for evaluation in divorce disputes from a systems perspective to promote the interests of the minor child.</li> <li>To evaluate empirically the effectiveness of the newly developed practice model for evaluation in divorce disputes.</li> <li>To make recommendations regarding the implementation of the newly developed practice model to promote the interests of the minor child in divorce disputes.</li></ul> A questionnaire was developed by the researcher to enable the comparison of the two processes of evaluation in divorce disputes. The questionnaire had three sections, namely: (1) the professional profile of the expert investigator (family counsellor/researcher); (2) profile of the family system who was evaluated; and (3) the nature and content of the process of evaluation. Data from the questionnaires completed by the expert investigators was compared to enable researcher to evaluate the effectiveness of the newly developed practice model to promote the interests of the minor child. The empirical results from the two evaluation processes confirmed a distinct difference in the nature and content of the two processes. The evaluation process in divorce as done by the Office of the Family Advocate did not put emphasis on the assessment of the needs, wishes, developmental status, relationships or systemic bonds of the minor child in a divorce situation. The time allocated to assessment of the minor child is extremely limited and consultations with the minor child was only done on an ad hoc basis. Consultations with collateral sources were also done on an ad hoc basis. It was thus not possible for family counsellors to explore in-depth the systemic relationships of the minor child in a divorce situation. The evaluation process according to the new practice model recognised the importance of individual consultations with the minor child. Individual assessment of the minor child was done as a regular procedure to establish the needs, wishes, developmental status, relationships as well as the systemic associations of the minor child in a divorce situation. The practice model recognised the need for adequate time allocation for assessment of the minor child. Exploring collateral sources was done as a standard procedure according to the practice model to allow opportunity for assessment of the systemic bonds of the minor child. The empirical results confirmed the hypothesis which was developed for this study. / Thesis (DPhil)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

The aim of this study was to explore and describe the use of music therapy during intervention with primary school girls who have been sexually abused. An empirical study of limited extent was undertaken, which was qualitative in nature and conducted from the interpretivist paradigm. In depth case study was used as research design, whilst educational psychological assessments, intervention and re-assessments, observation, interviews, analysis of documentation, field notes and a reflective diary were employed as data gathering methods. Two primary school girls in a place of safety were selected as participants in the study. Despite the fact that these girls had to cope with the trauma of sexual abuse, they had to deal with emotions and behaviour closely related to such trauma, including depression, aggression, fear, hate, inappropriate interpersonal relationships, sleeping disorders, low self-concept and behavioural difficulties. The findings of the empirical study are supported by literature, namely that music therapy can provide a safe setting to children for revealing their emotions, fears and needs related to trauma, such as sexual abuse. Music therapy had a positive effect on both cases, who illustrated positive change during the process of intervention and were able to replace negative experiences with positive emotions. Further findings of this nature include an improvement of both girls’ ability to express themselves on an emotional level, self-confidence, assertiveness, self-concepts, social skills and interpersonal relationships, as well as a decline in negative behavioural patterns and symptoms. Subsequently, both girls could perform on a higher level on all various domains of functioning. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

Currently a need exists in South Africa for an age-, linguistically- and culturally appropriate perceptual speech assessment protocol for Zulu-speaking pre-school children with cleft palate. The aim of this study was to develop a reliable perceptual speech assessment protocol for Zulu-speaking pre-school children with cleft palate based on the international guidelines (www.eurocran.org). Furthermore the clinical applicability and relevance of these guidelines for the perceptual assessment of cleft palate speech in the Zulu language were determined. The aims were reached by following a mixed methods research approach and by conducting the research in four phases. In phase one the protocol was compiled with the assistance of an expert Zulu linguist, in phase two the protocol was pre-tested on 12 normal Zulu-speaking pre-school children between three and six years of age; in phase three the perceptions of speech-language therapists regarding the clinical applicability of the protocol were determined after administration thereof on 12 Zulu-speaking pre-school children with cleft palate between the ages of three and six years; and finally in phase four the relevance of applying the international guidelines to the Zulu language was reflected on. A critical analysis of the protocol indicated that the international guidelines (www.eurocran.org) could be used to develop a perceptual speech assessment protocol in an African language namely Zulu. Results of the pilot study revealed that the protocol was age, culturally and linguistically appropriate for normal Zulu-speaking pre-school children. The speech-language therapist participants indicated that the protocol was clinically applicable to Zulu-speaking pre-school children with cleft lip and palate in terms of cultural sensitivity, administration time and its ability to elicit and identify cleft palate speech characteristics. The international guidelines (www.eurocran.org) could be applied to the Zulu language with an emphasis on the click sounds in Zulu. The results have clinical implications for cleft palate service delivery in South Africa. These implications were for in-service training of speech-language therapists regarding cleft palate to provide them with evidence-based guidelines for clinical practice. Implications for further research included the development of norms of speech development in the Zulu language and the standardization of the perceptual speech assessment protocol. This study is valuable as it is the first tool for the perceptual assessment of cleft palate speech in Zulu. The research methodology may serve as an example for the development of similar speech assessment protocols for children with cleft palate in other African languages. AFRIKAANS: Tans bestaan daar ‘n behoefte in Suid-Afrika vir ‘n ouderdoms-, taal- en kultureel toepaslike persepsuele spraak assesseringsmateriaal vir Zoeloe-sprekende voorskoolse kinders met gesplete lip en verhemelte. Die doel van hierdie studie was om ‘n betroubare en geldige Zoeloe persepsuele spraak assesseringsprotokol vir voorskoolse kinders met gesplete lip en verhemelte te ontwikkel gebasseer op die internasionale riglyne (www.eurocran.org). Die kliniese toepaslikheid en relevansie van die internasionale riglyne vir die persepsuele assessering van gesplete lip en verhemelte is bepaal. Die doelwitte is bereik deur ‘n gemengde kwalitatiewe en kwantitatiewe navorsingsmetode te volg asook deur die navorsing in vier fases uit te voer. In fase een is die protokol ontwikkel met die bystand van ‘n Zoeloe taalkundige, in fase twee is die protokol getoets op 12 normale Zoeloe-sprekende kinders tussen drie en ses jaar, in fase drie is die persepsies van drie spraak-taalterapeute verkry aangaande die kliniese toepaslikheid van die protokol na afloop van evaluasies op 12 Zoeloe-sprekende voorskoolse kinders met gesplete lip en verhemelte tussen drie en ses jaar, in fase vier is gereflekteer op die toepaslikheid van die internasionale riglyne vir Zoeloe. ‘n Kritiese analise van die protokol het aangedui dat die internasionale riglyne (www.eurocran.org) gebruik kon word om ‘n persepsuele spraak assesseringsprotokol in ‘n Afrika taal, naamlik Zoeloe, op te stel. Resultate van die voorstudie het aangedui dat die protokol taal-, ouderdoms- en kultureel toepaslik was vir die normale Zoeloe-sprekende voorskoolse kinders. Die spraak-taalterapeute as deelnemers het aangedui dat die protokol klinies toepaslik was vir voorskoolse kinders met gesplete lip en verhemelte in terme van die kulturele sensitiwiteit van die protokol, administrasie tyd asook die vermoë om die spesifieke gesplete lip en verhemelte spraakkenmerke te ontlok. Die internasionale riglyne (www.eurocran.org) kon gevolg word vir Zoeloe met insluiting van die suigklanke in die Zoeloe taalstruktuur. Die resultate het implikasies vir dienslewering in Suid-Afrika met betrekking tot gesplete lip en verhemelte. Hierdie implikasies sluit in-diens opleiding van spraak-taalterapeute in om aan hul riglyne te verskaf vir beste praktyk. Implikasies vir verdere navorsing omsluit die ontwikkeling van norme in terme van die spraak ontwikkeling in Zoeloe asook die moontlike standardisering van die persepsuele spraak asesseringsprotokol. Die studie is waardevol aangesien dit die eerste poging was om ‘n persepsuele spraak assesseringsprotokol in Zoeloe te ontwikkel vir die evaluasie van kinders met gesplete lip en verhemelte. Die navorsingsmetodologie kan gevolg word vir die ontwikkeling van soortgelyke spraak assesseringprotokolle vir kinders met gesplete lip en verhemelte in ander Afrika tale. Copyright / Dissertation (MCommunication Pathology)--University of Pretoria, 2010. / Speech-Language Pathology and Audiology / unrestricted

Abstracts in English, Afrikaans and Xhosa / English proficiency is regarded important for economic empowerment in South Africa, since English is the official business language of the country. South Africa is, however, a multilingual country, with 11 official languages. The majority of South African learners do not speak English as first language, but study English as an additional language in school. This leads to English Second Language (ESL) classroom complexities such as multilingualism, negative attitudes to ESL, and various levels of linguistic proficiency, which affect the teaching of the prescribed curriculum. Many learners arrive in secondary school (Grade 8) with underdeveloped English proficiency, which means that a lot of time in ESL classrooms is spent on re-teaching English language concepts, especially grammar concepts. This causes stress for both ESL teachers and learners. This study tested the effectiveness of a self-help ESL grammar intervention programme in order to establish whether existing gaps in grammar knowledge could be closed via self-study outside of the classroom. More specifically, the study asked the question whether learners’ knowledge of Parts of Speech could be enhanced via a self-help intervention programme, which was based on the principles of Systemic Functional Grammar (SFG). SFG is not traditionally used as an instructional framework in ESL classrooms in the South African context. The rationale for assessing the efficiency of an SFG self-help intervention programme was that there is currently a dire need for alternative approaches to teaching ESL grammar, which would assist struggling learners to raise their proficiency levels quickly, and which would allow teachers to continue with the prescribed curriculum. The intervention programme was tested in a controlled quasi-experimental study, which included an experimental group and a control group, and which compared performance in the mid-year examination and year-end examination to performance in a baseline assessment. The results of the study showed that the self-intervention programme was effective in enhancing ESL learners’ knowledge of Parts of Speech, and also had a positive effect on other aspects of grammar knowledge and on writing. Based on these findings, it is recommended that self-regulation and self-instruction be considered for inclusion in ESL syllabi in the South African context, as it can play a positive role in enhancing ESL learners’ linguistic proficiency. / Engelse taalvaardigheid word as belangrik beskou vir ekonomiese bemagtiging in Suid–Afrika, aangesien Engels die offisiële besigheidstaal van die land is. Suid-Afrika het egter elf erkende offisiële landstale en is dus ‘n meertalige land. Die oorgrote meerderheid Suid-Afrikaanse leerders se eerste taal is nie Engels nie, en hierdie leerders neem Engels as tweede taal (ook genoem eerste addisionnele taal) in ‘n formele omgewing op skool. Dit veroorsaak verskeie uitdagings in Engelse tweedetaalklasse, onder andere meertalige leerders, ‘n negatiewe houding teenoor Engels, en oneweredige ontwikkelingsvlakke in Engels. ‘n Groot aantal leerders begin hul sekondêre skoolloopbaan met onderontwikkelde vaardighede in Engels, met name in grammatika. Dit beïnvloed die onderrig van die voorgeskrewe Engelse tweedetaal kurrikulum, veral in Graad 8. Onderwysers is dikwels genoodsaak om baie tyd aan die heronderrig van grammatikale konsepte te spandeer, alvorens die voorgeskrewe Graad 8 kurrikulum hervat kan word. Dit plaas spanning op sowel onderwysers as leerders. Die doel van hierdie studie was om die effektiwiteit van ‘n self-onderrig intervensieprogram te toets – meer spesifiek om te toets of kennisgapings in “Parts of Speech (POS)” oorbrug kan word met ‘n self-onderrig program wat gebaseer is op Sistemiese Funksionele Linguistiek (SFL). SFL word nie tradisioneel in die Suid-Afrikaanse leerprogram gebruik nie, en die rasionaal vir die toetsing van ‘n SFL program was dat daar tans ‘n geweldige vraag is na alternatiewe benaderings tot die onderrig van Engels, wat leerders sal ondersteun om hulle vaardigheidsvlakke snel te verbeter, sodat onderwysers kan voorgaan met die voorgeskrewe kurrikulum. Die SFL intervensieprogram in hierdie studie is deur middel van ‘n gekontroleerde kwasi-eksperimentele metode getoets, wat ‘n eksperimentele groep en ‘n kontrolegroep ingesluit het. Die twee groepe se kennis van woordsoorte is in die middeljaar, asook die eindjaareksamen gemeet, en vergelyk met die resultate van ‘n basislyntoets wat aan die begin van die jaar afgeneem is. Die resultate het bevestig dat die SFL intervensieprogram ‘n positiewe effek gehad het op kennis van woordsoorte. Verdere positiewe effekte was merkbaar in ander aspekte van Engelse grammatika en in skryfvaardigheid. Na aanleiding van hierdie bevindinge is die aanbeveling van hierdie studie dat selfonderrig and self-regulasie oorweeg moet word as belangrike komponente van die Engels tweedetaal sillabus in die Suid-Afrikaanse konteks, aangesien dit ‘n positiewe rol kan speel in die verbetering van Engels tweedetaal leerders se taalvaardigheid. / Ubugcisa kulwimi lwesiNgesi bubaluleke kakhulu ekuxhobiseni ezoqoqosho eMzantsi Afrika kuba silulwimi lwezoshishino olusemthethweni kweli lizwe. Naxa kunjalo uMzantsi Afrika lilizwe elineelwimi ezininzi, apho ezili-11 zamiliselwa njengeelwimi ezisemthethweni. Uninzi lwabafundi baseMzantsi Afrika alusithethi njengolwimi lokuqala isiNgesi, koko lusifunda njengolwimi olongeziweyo esikolweni. Oku kukhokelela kwiingxaki ezininzi kwiklasi efundisa isiNgesi njengoLwimi lwesiBini, ezifana nokusetyenziswa kweelwimi ezininzi kwakunye namanqanaba awohlukileyo olwazi nobugcisa bokusebenzisa ulwimi, nto ezo zichaphazela ukufundiswa kwekharityhulam esekiweyo. Abafundi abaninzi bafika kwisikolo sasesekondari (iBanga lesi-8) bengenalwazi nabugcisa baneleyo besiNgesi, ngenxa yoko, kwiklasi yesiNgesi uLwimi lwesiBini kuchithwa ixesha elininzi kuphindaphindwa ukufundiswa kwesigama sesiNgesi, ngakumbi isigama segrama. Esi sifundo sophando siye sahlola ukusebenza kwenkqubo yongenelelo kufundiso lwegrama yesiNgesi uLwimi lwesiBini apho umfundi azinceda ngokwakhe, ukuze kufunyaniswe ukuba zingavaleka na ezi zikhewu zikhoyo zokuswela ulwazi lwegrama ngokuzifundela ngaphandle kweklasi. Olu phando lujolise ngakumbi kumbuzo wokuba, ingaba ulwazi lwabafundi ngeziGaba zeNtetho lungaphuculwa na ngokusebenzisa le nkqubo yongenelelo yokuzinceda esekelwe kwimithetho-siseko yeSystemic Functional Grammar (iSFG). ISFG ayisetyenziswa ngokwesithethe njengesakhelo sokufundisa kwiklasi yesiNgesi uLwimi lwesiBini eMzantsi Afrika. Esona sizathu sokuvavanya ukusebenza kwale nkqubo yongenelelo yokuzinceda yeSFG, kukuba kukho intswelo enkulu yeendlela ezizezinye zokufundisa igrama yesiNgesi uLwimi lwesiBini, nto leyo inokunceda abafundi abatsala nzima baphucule amaqondo abo obugcisa, kananjalo incede ootitshala bakwazi ukuqhubela phambili nekharityhulam emiselweyo. Le nkqubo yongenelelo yavavanywa kuphando oluphantsi kolawulo olwaziwa ngokuba sisifundo sophando olungagqibelelanga (quasi experimental study), olwaquka iqela lolingelo kunye neqela elisetyenziswa njengomgangatho wentelekiso (control group). Olu phando lwathelekisa indlela abaqhuba ngayo abafundi kwiimviwo zombindi wonyaka nezokuphela konyaka, ithelekiswa kunye nenkqubo yabafundi kuvavanyo olusisiseko. Iziphumo zophando zabonisa ukuba inkqubo yongenelelo yokuzinceda ibe nempumelelo ekuphuliseni ulwazi lwabafundi lweziGaba zeNtetho kwaye ibe nefuthe elakhayo nakweminye imiba yolwazi lwegrama nesakhono sokubhala. Ngokwezi ziphumo kucetyiswa ukuba kuqwalaselwe ukuzilawula nokuzifundisa kwabafundi njengenxalenye yesilabhasi yesiNgesi uLwimi lwesiBini ngokwemeko yaseMzantsi Afrika njengoko oku kuya kuba nefuthe elakhayo ekuphuhliseni ubugcisa babafundi bolwimi lwesiNgesi uLwimi lwesiBini. / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)

Abstracts in English, Afrikaans and Zulu / Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics. / Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur. / Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi. / Curriculum and Instructional Studies / D. Phil. (Education (Curriculum Studies))

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003