Made available in DSpace on 2014-06-11T19:25:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-14Bitstream added on 2014-06-13T20:33:26Z : No. of bitstreams: 1 dinallo_rcz_me_prud.pdf: 1475663 bytes, checksum: 1cc6c3dfc0f16bd8b854222854f38d84 (MD5) / Esta investigação está inserida na linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” com intenção de conhecer as questões relativas à elaboração das políticas de avaliação educacional. A intervenção de organismos internacionais na elaboração das reformas educacionais brasileiras, trazendo consigo seus pressupostos e conceitos educacionais. Grande parte dessas indicações e proposições está presente no documento intitulado “Educação para o Futuro” (UNESCO). Portanto, será pertinente refletir sobre as intencionalidades das avaliações externas como Programa Internacional de Avaliação de Alunos (PISA), Sistema de Avaliação da Educação Básica (SAEB), Exame Nacional do Ensino Médio (ENEM), Sistema de Avaliação da Educação do Rendimento Escolar do Estado de São Paulo (SARESP) e Índice de Desenvolvimento da Educação do Estado de São Paulo (IDESP), como instrumentos que preconizam a melhoria da qualidade da educação ou apenas a regulação do Estado e a mercadorização da educação. Assim, pressupõe identificar as estratégias e intencionalidades da avaliação externa da educação brasileira, a necessidade do Estado em criar índices de desempenho, sob a lógica do Estado-avaliador com modelos de responsabilização dos resultados educacionais, sendo esses desenvolvidos pela política de educação do Estado de São Paulo. Esta pesquisa baseou-se numa investigação, do tipo estudo de caso, através da análise documental, com informações sobre as características significativas que estabelecem uma conexão sólida entre a avaliação da política educacional, as tendências mundiais, a política educacional brasileira e a do Estado de São Paulo... / This investigation is inserted in the research line of the Public Policies, School organization and teachers formation, with intentions to know the relative questions to politics‟ elaboration of educational evaluation. The intervention of internationals organisms in the elaboration of Brazilian educational reforms, bringing with it its assumptions and educational concepts. Most of these instructions propositions are in the document titled “Education for the Future” (UNESCO, 2001). So, it will be pertinent to reflect about the external evaluations (PISA, SAEB, ENEM, SARESP e IDESP), as instruments that recommend the improvement of education‟s quality or just the State‟s regulation and education‟s commodification. In this manner, we intend to identify the strategies and intentions of the Brazilian education‟s external evaluation, the state‟s necessity to create performance indexes, under the State-appraiser logic with accountability models of the educational results, these models been developed by the education policy of the State of São Paulo ... (Complete abstract click electronic access below)

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016 / The main purpose of the study was to investigate the Foundation Phase teachers’ understanding of play in the teaching of Grade R in the Umkhanyakude District. The study targeted Grade R educators, because they are responsible for laying a sound and solid foundation for learners, which can be effectively done through proper use of play in the teaching of young learners. The study used a qualitative approach in order to get an in-depth knowledge in terms of understanding the importance of play when teaching young learners. The research sample comprised of seven teachers from four different schools in the district. Purposive sampling of participants was used. Data were collected through inside and outside observations and interviews. The research findings were first analysed according to eight main themes according to the data elicited through interrogations during interviews. Key findings revealed that some Grade R educators did not have a clear understanding of play in Grade R teaching. The study also showed the impact of current constraints of the Department of Education, like restricted kilometres and shortage of ECD officials in terms of providing monitoring and support.

Thesis (M. Ed. (Language Education)) --University of Limpopo, 2018 / Assessment is a crucial component in the learning and teaching environment. Many educators often go about assessment design by emulating their own teachers or predecessors. Gronlund (1993:1) argues that “despite the widespread use of achievement testing and the important role it plays in instructional programmes, many teachers receive little or no instruction on how to construct good achievement test.” Gronlund (1993) posits that the result is that there is no innovation towards good tests construction because many educators do not study the principles that guide effective test construction. Carey (1994:1) says that “effective teachers must also be proficient in testing, and proficiency in testing requires the synthesis of many different skills.” In Limpopo Province, especially in the under-resourced regions, the actual on-site practices by educators suggest that there are problems with the implementation of school based assessment tasks as prescribed by the National Curriculum Statement (NCS) through the Curriculum and Assessment Policy Statement (CAPS). This problem is further echoed in the sentiments of some academics that are skeptical about the authenticity of marks generated by educators and schools. This loss of confidence in the assessment practices impacts negatively on the worth of the education of the learners and their readiness to take their place in the academic and vocational spheres. The purpose of this study is to find the degree of success and failure in the implementation and management of school based assessment (SBA) in English Additional First Language in Grade 10 classes. Grade 10 is a crucial level of entry into the Further Education and Training (FET) Phase in schools because it lays the foundation for focused, rigorous and careeroriented high school learning in South Africa.

A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the research questions. Findings from the interviews showed that a majority of the teachers believed that the training that was supposed to prepare them for the implementation of CAPS had several faults.

Orientador: Alberto Albuquerque Gomes / Banca: Claudio Roberto Brocanelli / Banca: Ana Maria da Costa Santos Menin / Resumo: Esta investigação está inserida na linha de pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" com intenção de conhecer as questões relativas à elaboração das políticas de avaliação educacional. A intervenção de organismos internacionais na elaboração das reformas educacionais brasileiras, trazendo consigo seus pressupostos e conceitos educacionais. Grande parte dessas indicações e proposições está presente no documento intitulado "Educação para o Futuro" (UNESCO). Portanto, será pertinente refletir sobre as intencionalidades das avaliações externas como Programa Internacional de Avaliação de Alunos (PISA), Sistema de Avaliação da Educação Básica (SAEB), Exame Nacional do Ensino Médio (ENEM), Sistema de Avaliação da Educação do Rendimento Escolar do Estado de São Paulo (SARESP) e Índice de Desenvolvimento da Educação do Estado de São Paulo (IDESP), como instrumentos que preconizam a melhoria da qualidade da educação ou apenas a regulação do Estado e a mercadorização da educação. Assim, pressupõe identificar as estratégias e intencionalidades da avaliação externa da educação brasileira, a necessidade do Estado em criar índices de desempenho, sob a lógica do Estado-avaliador com modelos de responsabilização dos resultados educacionais, sendo esses desenvolvidos pela política de educação do Estado de São Paulo. Esta pesquisa baseou-se numa investigação, do tipo estudo de caso, através da análise documental, com informações sobre as características significativas que estabelecem uma conexão sólida entre a avaliação da política educacional, as tendências mundiais, a política educacional brasileira e a do Estado de São Paulo ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This investigation is inserted in the research line of the Public Policies, School organization and teachers formation, with intentions to know the relative questions to politics‟ elaboration of educational evaluation. The intervention of internationals organisms in the elaboration of Brazilian educational reforms, bringing with it its assumptions and educational concepts. Most of these instructions propositions are in the document titled "Education for the Future" (UNESCO, 2001). So, it will be pertinent to reflect about the external evaluations (PISA, SAEB, ENEM, SARESP e IDESP), as instruments that recommend the improvement of education‟s quality or just the State‟s regulation and education‟s commodification. In this manner, we intend to identify the strategies and intentions of the Brazilian education‟s external evaluation, the state‟s necessity to create performance indexes, under the State-appraiser logic with accountability models of the educational results, these models been developed by the education policy of the State of São Paulo ... (Complete abstract click electronic access below) / Mestre

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: education in the Faculty of Education at the Cape Peninsula University of Technology / The purpose of this study is to analyse the Curriculum and Assessment Policy Statement CAPS) document within the subject Natural Sciences (NS) (senior phase including Grades 7 to 9) and to explore whether the implementation of this document can possibly engender democratic citizenship within the classroom. An analysis of the sub-headings used within the NS CAPS document will be undertaken. These are the process, skills and specific aims. A brief study of the education policies, namely the Outcomes Based Education (OBE), the Revised National Curriculum Statement (RNCS) for Grades R-9 and the National Curriculum Statement (NCS) Grades 10-12 will be undertaken. The purpose of this analysis is to present an argument behind the implementation of the CAPS document as part of the National Curriculum Statement. As the research is document-based a qualitative research methodology will be implemented in which document analysis will serve as the research methodology. This method will implement critical discourse analysis as the lens used to analyse the data gathered. The NS policy document will be reviewed to explore whether the aims, skills and processes have the capacity to provide learners with opportunities to think critically and to engender democratic citizenship.

According to South African Curriculum Assessment Policy Statements, learners’ first language should be the language of learning and teaching in Grade R. However, there is a mismatch between policy and practice since English is the language of Grade R learning and teaching in rural schools in Mpumalanga. The ECD manager should provide evidence-based guidance on the best facilitation approach to follow in a particular context. The study is underpinned by: ‐ Cummins’ distinction between Cognitive Academic Language Proficiency and Basic Interpersonal Communicative Skills (Cummins, 2000) ‐ Cummins’ interdependence hypothesis (Cummins, 2000) ‐ Distinction between Implicit versus Explicit learning (Dekeyser, 2003) ‐ The Mediated Learning Experience Theory within the poverty context of South Africa where the role of the teacher is seen as the mediator (Feuerstein, 1980) The literature overview focuses on the development of the Grade R curriculum, and two prominent facilitation approaches used in Grade R, the play-based and formal instruction. Research on the effectiveness of each method and language debates both internationally (Wong-Fillmore (1991), Bialystok (2006), Cummins (2000) and nationally (MacDonald (1990), Heugh (2000), Alexander (2005), Balfour (2007) and Jordaan (2011) are provided. The aim of the study was to determine the effect of facilitation on Grade R performance scores in E-L2 learning in rural schools in Mpumalanga. Teachers’ first language, teachers’ qualifications, learners’ first language, learners’ gender, teachers’ age and teachers’ experience on Grade R learners’ performance scores were also tested for interaction effects. Research was conducted in ten randomly selected schools, equally divided between the play-based and formal instruction approaches, and five different languages used in the province. There were 175 Grade R learners and ten teachers in the study sample. The English Language Proficiency standards assessment tool (ELP) was used to collect data and is reported to have no cultural bias. A quantitative methodology was followed, using a two-group comparison design. Participants were matched according to learners’ age, similar exposure period to E-L2 learning, similar rural upbringing, culture, poverty level and mainstream learners. A one-way and two-way ANOVA was used to analyse the data. It was found that the formal approach contributes to better E-L2 learner scores when compared to the play-based approach. The differences in participants’ performance scores were mostly observed in the listening scores and not so much in the speaking scores. IsiNdebele speaking teachers and younger qualified teachers, who were better trained, achieved better learner E-L2 scores than other teachers. Although learners in formal instruction classrooms achieved better results, they still did not achieve competency in basic interpersonal communicative skills in English after three months in Grade R. There was no interaction effect between the gender of the learners and the facilitation approach that was used. A hybrid model, i.e. combination of the play-based and the formal instructional approach is proposed to be implemented in rural Grade R classrooms in Mpumalanga. Further recommendations are to train teachers in educational linguistics, teach listening skills to learners and inform parents about the benefits of first language proficiency before a second language is acquired. / Thesis (DPhil)--University of Pretoria, 2013. / gm2014 / Speech-Language Pathology and Audiology / Unrestricted

Educational quality is a way to influence the future of the American economy (Hanushek, 1986). Large-scale assessments are designed to determine quality in education by measuring student achievement. A connection exists between the standards, teachers, and assessments that form a system of accountability within education. State and national accountability policies place value in certain educational fields, thereby preferring some while excluding others. As a result, accountability systems influence the field of social studies in several unanticipated ways. Consequential validity suggests that assessments should include value implications and relevance (Messick, 1989). While assessment research examines the disciplines of mathematics, science, and language arts in a more holistic manner, the few social studies assessments are often divided among the field’s various disciplines. The purpose of social studies, and its development of standards, is firmly linked to the current state of disunity within the social studies field. These issues are reflected in teacher preparation policies as well as state assessment policies. Social studies advocates have proven that, in other subjects, teachers and instructional methods are influenced by assessment. Fortunately, the National Assessment of Educational Progress (NAEP) provides an opportunity to determine whether the exclusion of social studies within the state/national accountability system is impacting student achievement in social studies. The current systems make social studies uniquely positioned for studying the effects of large-scale assessment upon the field. Uses and interpretations of assessment data by researchers have been limited in social studies because the subject is not incorporated into most accountability policies. State policy governs educational standards, teacher licensure, and the extent of assessments upon students. For this study, the social studies NAEP assessment is divided into three separate tests (U.S. History, Geography, and Civics). By looking at data from the fourth-, eighth-, and twelfth-grade 2010 social studies NAEP tests, this study will investigate some of the unintended consequences of educational assessment culture. I will examine social studies through different lenses and apply the concept of consequential validity to social studies in order to understand the value of social studies within education.

DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-10T11:48:28Z No. of bitstreams: 1 Marcel A. Valluis.pdf: 880165 bytes, checksum: 547522a8b04c5d9a482daa88d2f9d3aa (MD5) / Made available in DSpace on 2015-04-10T11:48:28Z (GMT). No. of bitstreams: 1 Marcel A. Valluis.pdf: 880165 bytes, checksum: 547522a8b04c5d9a482daa88d2f9d3aa (MD5) Previous issue date: 2014-05-15 / This dissertation analyzes the Enade (National Examination Performance of Students), one of the external assessments within the Sinaes (National Evaluation System of Higher Education), established by Law 10.861, of April 14, 2004, with the purpose of assessing HEI (Higher Education Institutions), the courses and performance of college students. The objective of this research is to analyze the impact of this examination on the graduating students of Business. The study is based on official documents, references on higher education in Brazil, its quality and on the current assessment policy. The research comes from the experience of the author, who is a professor and coordinator of the Business course and investigates a group of students from a HEI. It adopts a qualitative approach, conducted like as a case study, drawing on consultation with the subject using a questionnaire with open and closed questions. Responses to the questionnaire indicate that subjects perceive the Enade as an evaluating instrument of the training received in the course, they would do it spontaneously and that, from their perspective it contributes to improving the quality of higher education in Brazil. The results obtained from the research can be added to the other researches dealing with national examinations and assessment in higher education, as well as indicate to managers and teachers of HEI, alternatives to better incorporate this type of external evaluation to their daily routine without compromising their autonomy, and better understand the challenges faced by the course that meets working students, aged between 21 and 45, who come from public schools. / A dissertação analisa o Enade (Exame Nacional de Desempenho de Estudantes), uma das avaliações externas que integram o Sinaes (Sistema Nacional de Avaliação da Educação Superior), instituído por meio da Lei 10.861, de 14 de abril de 2004, com o propósito de avaliar as IES (Instituições de Educação Superior), os cursos e o desempenho de estudantes universitários. O objetivo da investigação consiste em analisar a repercussão do Exame junto a estudantes concluintes do curso de Administração. O estudo fundamenta-se em documentos oficiais, referenciais sobre educação superior no Brasil, sua qualidade e sobre a atual política de avaliação. A pesquisa tem origem na experiência do autor, que é professor e coordenador do curso de Administração e investiga um grupo de estudantes de uma IES específica, que é confessional e comunitária. Adota abordagem qualitativa, realizando um estudo de caso de caráter exploratório, valendo-se de consulta aos sujeitos por meio de questionário com perguntas abertas e fechadas a estes estudantes. As respostas ao questionário indicam que os sujeitos percebem o Enade como instrumento avaliador da formação recebida no curso, que o fariam espontaneamente e que, sob sua ótica, contribui para a melhoria da qualidade da educação superior no Brasil. Os resultados obtidos por meio deste estudo exploratório poderão somar-se a outros que tratam de exames nacionais e avaliação na educação superior, além de indicar aos gestores e professores da IES alternativas para melhor incorporar esse tipo de avaliação externa ao seu cotidiano sem, no entanto, comprometer sua autonomia e melhor entender os desafios enfrentados pelo curso de Administração devido à origem socioeconômica e escolar de seus estudantes.