The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period. An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups. Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation. A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared. / Ed. D.

The purpose of this study was to analyze the reliability and validity of three achievement tests, with emphasis given to instructional validity. The tests were used to assess the performance of Business Computer Applications (BCA) students on their achievement of knowledge of computer application software concepts and vocabulary for word processing, spreadsheet, and database. Five concepts and vocabulary categories addressed included: vocabulary, access software, data/text entry, editing, and formatting. Data were also collected from BCA teachers of the students. Teachers were asked to rate each item for the three software types of the achievement test as to whether the concepts and vocabulary corresponding to that item had been taught. A selected sample was used in the study. Classes were divided into three approximately even student groups. Each group completed one of the tests for each software type. Percentage of items correct for the three software types were 53%-word processing, 46%- spreadsheet, and 36%-database. The Kuder-Richardson 20 (KR-20) estimates for the software types were .92--word processing, .92--spreadsheet, and .76--database. Due to a wide dispersion of KR-20 values for items within the 5 concepts and vocabulary categories by software, the items are useful only for group measures. Most of the 8 teachers did not teach a substantial part of the concepts and vocabulary included in the validated test items. This outcome indicates the curriculum related to the items needs to be examined and revised so that teachers can emphasize the most important concepts and vocabulary with their students. Analyses outcomes indicated that 59 of 60 word processing items, 51 of the 59 spreadsheet items, and 45 of the 59 database items were instructionally valid. Teachers selecting items for purposes of examining the achievement of their students related to software concepts and vocabulary cam effectively use items determined to be instructionally valid in this study. / Ph. D.

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In terms of the latest education legislation, there is a shift of emphasis in the approach to teaching. In particular, there is a move from contents-based learning to outcomes-based learning. It has been shown that technical education is becoming more and more expensive. Manual skills and the teaching of these at school is therefore still of cardinal importance. In the technical school the learner receives specialised training. Following the successful completion of the Senior Certificate examinations, the learner receives a matric certificate. This certificate does not give an indication of specific skills, however. If the learner could receive some accreditation for the skills which he/she has already mastered, it would count in his/her favour. The purpose of this study is to investigate the degree to which the learner can transfer his/her acquired technical knowledge and skills to other training institutions or employers in the form of credits. In the first chapter, the historical background of an outcomes-based learning approach in South Africa, as well as the implications of legislation for technical high schools is researched. A number of necessary concepts are also explained in this chapter. In chapter two, the structure of a modular approach in technical education is looked at in more detail. Different types of modules, the advantages and disadvantages of a modular system, as well as different models for modular curriculum design is discussed. The already tested competence-based modular approach, as well as the newly proposed outcomes-based learning approach is discussed in detail in chapter three. Since it is the competence-based modular approach which is largely used in technical education, it is important to investiqate the shift to an outcomesbased approach in technical education. In the fourth chapter, specific modular points of intersection between the training of apprentices and secondary school education are looked at. The feasibility of acquiring credits in the technical high school is discussed on the basis of an empirical study in chapter five. The possible applications of the implementation of an outcomes-based learning approach in technical high schools are set out in chapter six and the findings of this research are summarised in chapter seven. The subject of this research is currently very topical and if the findings contained therein are applied in practice, many of the modern challenges faced by the education system could be addressed. Learners should receive education and training which prepare them practically for their roles as citizens, while also enabling them to enter the job market or create work for themselves. The importance of an education system which continually determines the needs of both the national and international markets, investigates technological and other relevant tendencies and develops current curriculums in such a way that learners will always be competitive cannot be emphasised enough. An outcomes-based approach places much less emphasis on content-based syllabuses and merely exposes learners to balanced learning programmes in which the acquisition of relevant knowledge, skills, attitudes and values carries equal weight. Because of the changes in education and training, the teaching approach in the technical high school is extremely important. To some degree, technical education is already specialised education. Although learning takes place at school, the acquired knowledge is not currently transferable to other training institutions in the form of credits. This situation is contradictory to the National Qualifications Framework, in which an outcomes-based approach to education is proposed. / AFRIKAANSE OPSOMMING: Volgens die nuutste onderwyswetgewing is daar in die onderwys 'n klemverskuiwing ten opsigte van onderrigbenadering. Daar word vanaf 'n inhoudsgerigte na 'n uitkomsgebaseerde onderrigbenadering beweeg. Afdoende bewyse bestaan dat tegniese opleiding al hoe duurder raak. Die noodsaaklikheid van die ontwikkeling van handvaardighede daarin op skool is daarom steeds van kardinale belang. In die tegniese skoolontvang die leerder bepaalde gespesialiseerde opleiding. Na die suksesvolle aflegging van die Senior Sertifikaateksamen, ontvang die leerder 'n matrieksertifikaat. Hierdie sertifikaat dui egter nie spesifieke bevoegdhede aan nie. Indien die leerder krediet sou kon ontvang vir die bevoegdhede wat hy/sy reeds suksesvol bemeester het, sou dit in sy/haar guns tel. Die doel van hierdie studie is 'n ondersoek na die mate waarin die leerder sy/haar verworwe tegniese kennis en vaardighede na ander opleidingsinstansies of werkverskaffers kan oordra in die vorm van krediete. In die eerste hoofstuk word die historiese agtergrond van 'n uitkomsgebaseerde onderrigbenadering in Suid-Afrika nagevors, asook die implikasies van wetgewing vir tegniese hoërskole nagegaan. Bepaalde tersaaklike begrippe word ook in hierdie hoofstuk verduidelik. In hoofstuk twee word die struktuur van 'n modulêre benadering binne tegniese onderwys van nader beskou. Verskillende soorte modules, die voor- en nadele van 'n modulêre stelsel, asook verskeie modelle vir 'n modulêre kurrikulumontwerp, word bespreek. Die reeds beproefde bevoegdheidsgebaseerde modulêre benadering asook die nuutvoorgestelde uitkomsgebaseerde onderrigbenadering, word breedvoerig in hoofstuk drie bespreek. Aangesien hoofsaaklik die bevoegdheidsgebaseerde modulêre benadering in tegniese onderwys toegepas word, is dit belangrik om die noodsaaklikheid van 'n klemverskuiwing na 'n uitkomsgebaseerde benadering in tegniese onderwys te ondersoek. In die vierde hoofstuk word daar spesifiek gekyk na bepaalde modulêre raakpunte tussen vakleerlingopleiding en sekondêreskoolopleiding. Die haalbaarheid van kredietverwerwing in die tegniese hoërskool word in hoofstuk vyf na aanleiding van 'n empiriese ondersoek bespreek. Die toepassingsmoontlikhede vir die implementering van 'n uitkomsgebaseerde onderrigbenadering in die tegniese hoërskool word daarna in hoofstuk ses uiteengesit en die bevindinge van die navorsing in hoofstuk sewe saamgevat. Die onderwerp van hierdie navorsing is tans baie aktueel en indien die bevindinge daarin vervat in die praktyk toegepas sou word, sal heelwat van die moderne uitdagings wat aan die onderwys gestel word, aangespreek word. Leerders behoort onderwys en opleiding te ontvang wat hulle prakties op hul rolle as landsburgers voorberei en hulle ook bekwaam maak om tot die arbeidsmark toe te tree of vir hulleself werk te skep. Die belangrikheid van 'n onderrigstelsel wat voortdurend behoeftes in nasionale en internasionale markte bepaal, tegnologiese en ander relevante tendense naspeur en huidige kurrikulums só ontwikkel dat leerders altyd kompeterend is, kan nie genoeg beklemtoon word nie. 'n Uitkomsgebaseerde benadering plaas minder klem op inhoudsgebaseerde sillabusse en stel leerders bloot aan gebalanseerde leerprogramme waarin die verwerwing van relevante kennis, vaardighede, houdings en waardes ewe veel gewig dra. As gevolg van die klemverskuiwings in onderwys en opleiding is die leerbenadering wat in die tegniese hoërskool gevolg word van kardinale belang. Tegniese onderrig is in 'n sekere mate reeds gespesialiseerde onderrig. Alhoewel leer op skool plaasgevind het, is die verworwe kennis tans nie oordraagbaar na ander opleidingsinstansies in die vorm van krediete vir die leerders nie. Hierdie situasie is in stryd met die bedoeling van die Nasionale Kwalifikasieraamwerk wat 'n uitkomsgebaseerde onderwysbenadering voorstaan

Thesis (MEd) -- Stellenbosch University, 2012. / ENGLISH ABSTRACT: In December 1998 the Assessment Policy in the General Education and Training Band, grades R to 9 and ABET was introduced by the Department of Education. According tot the principles of Outcomes Based Education (OBE) the previous system of mainly test-based summative evaluations was replaced by a number of cumulative assessments. The principle of automatic promotion, which stipulates that a learner should ideally progress with his or her age cohort, is endorsed by this policy. Despite various other promotion and progression policies which have been implemented since then, this principle of automatic promotion still stands. In this study I explore some of the implications of the present promotion policy, the National Policy on Assessment and Qualifications for Schools in the GET Band for epistemological access to quality education. In my literature study I put the development of the promotion policy in historical perspective. Making use of the interpretive framework, I conduct a qualitative study and I interview three educators in an attempt to get an understanding of their experience of the implications of the policy. I also study the promotion schedules of one school in order to estimate the number of learners who have been automatically promoted and to investigate the degree in which they answer to the demands of the curriculum. I will argue that the National Policy on Assessment and Qualifications for Schools in the GET Band does not necessarily contribute to the vision of the Education Department of “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” as stated in the South African Schools Act of 1996. The principles of equity, access and redress are not necessarily supported by the promotion policy. I reach the conclusion that, despite the advantages it holds for formal access to education, the National Policy on Assessment and Qualifications for Schools experiences some difficulty in delivering quality education in the GET phase. It is often contradictory to the strive for quality education due to the lack of epistemological access it provides, not only for learners who repeat or who were automatically promoted, but also for the more advanced learner. / AFRIKAANSE OPSOMMING: In Desember 1998 is die Assessment Policy in the General Education and Training Band, grades R to 9 and ABET, deur die Departement van Onderwys bekend gestel. In lyn met die beginsels van Uitkomsgebaseerde Onderwys (UGO) is „n stelsel van deurlopende assessering ingestel wat die plek moes inneem van hoofsaaklik summatiewe toetsgebaseerde assessering. Die beginsel van outomatiese bevordering waarvolgens leerders hoofsaaklik volgens hul ouderdomskohort moet vorder, is ook hierin vervat. Sedertdien is hierdie bevorderingsbeleid vervang deur verskeie ander, maar die beginsel van outomatiese bevordering tot en met graad 8 bly „n kernelement van al hierdie bevorderingsbeleide. In hierdie studie ondersoek ek enkele implikasies wat die huidige bevorderingsbeleid, die Nasionale Beleid op Assesserings en Kwalifikasies vir Skole in die Algemene Onderwys- en Opleidingsband (NBAK) inhou vir epistemologiese toegang tot kwaliteit onderrig. In my literatuurstudie plaas ek die ontwikkeling van die bevorderingsbeleid in historiese perspektief. Binne die interpretiewe raamwerk doen ek „n kwalitatiewe ondersoek en voer onderhoude met drie onderwysers om hul ervaring van die implikasies van die beleid te verstaan. Ek ondersoek ook die bevorderingskedules van een skool om sodoende „n idee van die omvang van leerders wat outomaties bevorder word, asook die mate waartoe hulle bybly by die eise van die kurrikulum, te bepaal. Ek argumenteer dat die NBAK nie noodwendig bydra tot die onderwysdepartement se visie van “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” soos vervat in die Suid-Afrikaanse Skolewet van 1996 nie. Die beginsels van geregtigheid (equity), toegang (access) en herstel (redress) word nie noodwendig deur die NBAK ondersteun nie en ek kom tot die gevolgtrekking dat, ten spyte van die voordele wat die NBAK vir formele toegang tot onderwys inhou, die NBAK probleme het met die lewering van kwaliteit onderrig in die AOO-band. Inteendeel, dit is dikwels teenstrydig met die strewe na die lewering van kwaliteit onderrig as gevolg van die gebrekkige epistemologiese toegang wat dit voorsien, nie net vir herhalers en vir leerders wat outomaties bevorder is nie, maar ook vir die skrander leerders.

This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle. The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of the students declined district-offered remediation. Students tended to perceive the test as a personal challenge. Those students who attended remedial tutoring sessions performed better on the following retest than those who declined remediation. Hispanic and Asian students expressed additional study as being the key to passing the test. Black students felt that the key to passing was to spend sufficient time while taking the test. Those students who were more verbal during their interviews tended to be more successul in passing the language arts section of the TEAMS. The following recommendations were made from the study: (a) students who fail the TEAMS by minimal margins should be encouraged to take remediation; (b) an intensive remedial English course for LEP students should be offered; (c) "high interest" TEAMS mini-lessons should be presented daily for several weeks as a lead-up to the TEAMS; (d) a TEAMS ex it-level orientation program which stresses the importance of the test for the student's future should be implemented; and (e) additional research should be conducted on older students' verbal responses to see if a rich language approach in English classes including listening, reading, writing, and speaking will develop higher level language skills.

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

DEd (Educational Management) / Department of Educational Management / The study examined challenges in the implementation of performance appraisal on educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS District coordinator who were selected purposively, as they were directly involved in teacher appraisal. The study is qualitative which used interpretive paradigm research and case study research design. Qualitative data was generated through face–to-face interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1 IQMS district coordinator, focus group interviews with 18 teachers and documentary analysis. Thematic analysis was employed to analyse narrative data for the study. It was established that principals, deputy principals, teachers, IQMS circuit coordinator and IQMS district coordinator experienced challenges with teacher appraisal, challenges like inadequate commitment by teachers, inadequate trained principals, inadequate monitoring, lack of interest and backlog in teachers’ remuneration. The study recommends that principals, deputy principals and teachers be trained thoroughly for the effective implementation of the programme at schools, an expect official in IQMS to be permanently employed at circuit office for the successful implementation of the programme. Finally, informed by the conceptual framework of the study, it is recommended that the Accountability and Professional Development models for teacher appraisal be implemented in the circuit in order for all stakeholders to understand and effectively play their roles on teacher appraisal. To improve the current situation, cyclical stakeholders teacher appraisal model is suggested which suggests that IQMS structures to be set at national, provincial, district, circuit and school levels as substantive offices. IQMS structures to be trained by circuit on IQMS policy and implementation strategies using cascading approach. / NRF

The Texas Assessment of Basic Skills (TABS) student competency testing program was instituted in Texas in 1980. This study determined the impact that test has had on the curricula of participating districts as was perceived by superintendents. A survey instrument was developed, validated, and tested for reliability and was then presented to a random sample of superintendents in five size categories.