The term participatory evaluation is commonly understood as stakeholder involvement in evaluation decision making and is generally accepted as a means of increasing the use of evaluation information. In spite of the popularity of participatory evaluation, there are few empirical studies which explain the casual processes of the participation-use relationship and few theories of participatory evaluation. Furthermore, it is not yet known what variables mediate participation and use, or what evaluation methodology best identifies these variables. This dissertation was designed to test causal relations between participation and use in a proposed model of participatory evaluation. The constructs in the model were Participative Climate, Level of Participation in Decision Making, Influence in Participative Decision Making, Process Outcomes, and Instrumental and Symbolic Use. An intervening mechanism design (Chen, 1990) was used to test the hypotheses that (a) Participative Climate, Level of Participation in Decision Making, and Influence in Participative Decision Making predict Process Outcomes and (b) Process Outcomes predicts Instrumental Use and Symbolic Use. The sample included 315 elementary and secondary teachers who participated in the 1995/1996 British Columbia (B.C.) School Accreditation Program, which is a participative school evaluation program sponsored by the B.C. Ministry of Education. Structural equation modeling was used to test the fit of the model. Overall, the analysis indicated that both hypotheses were tenable and the model was a plausible representation of the data. Furthermore, cross-validation strategies indicated that the model would likely replicate in other independent samples. Specifically, the findings indicated that (a) teacher participation in pre-evaluation decisions, (b) influence in decision making, and (c) teacher perception of the participative process mediated the relationship between Participative Climate and Use of evaluation information. Moreover, teacher perceptions of Process Outcomes is a key factor in understanding the nature and function of participatory evaluation. The model tested in this study provides an empirically based explanation of how participatory evaluation can be expected to work and thereby provides a basis for further development of a theory of participatory evaluation.

In the past two to three decades there has been tremendously increased interest from various sectors of society in the performance, effectiveness and social responsibility of higher education. As a result, an audit culture has evolved within which quality assurance has become an integral part of the politics of governance which assumes external regulation of academic activity to be the natural state of affairs. In Quebec, the Commission d'Evaluation de L'enseignement Collegial (CEEC) serves government instrumentally by institutionalizing accountability mechanisms, evaluation, and other quality assurance practices as technologies that transmit, as well as shape, particular values within the college-level sector. The underlying rationale for this study is to develop a deeper understanding of the institutional evaluation process. In order to attain this study's research objectives, a multidimensional theoretical framework is employed to analyze and interpret the ways by which the college of interest relates and responds to the institutional environment within which it is embedded. This framework draws upon neo-institutionalism theory in sociology and the emerging body of discourse literature within organizational studies. In answering the research question, a constructivist, qualitative interpretive case study of the college's self-evaluative experience is developed to clarify three specific aspects of the dynamics of quality assurance and the institutional evaluation process: how national policy regimes and organizations within their fields envision and approach quality assurance; which particular organizational strategies and procedures are adopted to achieve specific quality objectives in response to the organization's mission, vision and the institutional environment; and, how organizational interests are served in the process of implementing and complying with regulatory quality assurance procedures. / Three substantive findings emerge from this study. Firstly, quality assurance policy in Quebec focuses on strengthening and sustaining the quality and integrity of academic programs and institutional management, and on encouraging and enabling colleges to develop a culture of evaluation. Quebec's quality assurance agency has placed improvement, the enhancement of relevance, effectiveness, quality and accountability in the forefront. Secondly, the College's evaluative discourse claims alignment with institutional and social expectations and the attainment of organizational mission and goals, the primary goal being the successful preparation of students for university studies. In fact, the overarching thesis which emerges from the data is that Marianopolis is characterized by superior institutional and student success. The competencies and capabilities of the College may be attributed to its commitment to academic excellence, as well as to specific strategic decisions and organizational processes that manipulate and convert resources and assets into new value-creating services. Thirdly, the College uses discourse to solidify its identity, and to be self-defined and identified in relation to specific standards and practices in conformity to institutional norms, policy, and social expectations, and to claim legitimacy in light of such alignment. / The propositions that link the patterns, unifying themes and concepts within the data embody a coherent explanation of the organization's response to the management of the educational process in the context of accountability. These propositions have the potential to serve as a basis for transferability from the case of interest to the wider population of colleges. They also suggest avenues for future process-based research on the management and functioning of the colleges, and should inform models for holistic quality development in this regard.

This study sought to explore some of the ways in which assessment itself needs to be treated as a feature of equity and transformation in post-apartheid South Africa. How can the classroom become a level playing field for all, not just in terms of admission and changes to the overall composition of the student body, as well as staffing, but in relation to the curriculum itself, of which assessment is a part? In a multilingual, multicultural country like South Africa, which also carries a lot of political baggage, one has to agree that assessing all students in the same way does not mean, assessing all students equally. To assess all students in the same way, regardless of their proficiency in English and only in the mode of writing, is to ignore the wealth of diversity and potential among our student population. The ESL students in this study repeatedly indicated that they cannot express themselves adequately in writing in English and that "the expression of the examiners" and the "wording of the questions" pose a problem in the written assessments. They often find out after a paper "what a question meant" or what the examiner intended. EFL students too experienced problems with "ambiguity" and "unclear expression" of the examiners. This qualitative study introduced an oral component into the present tertiary assessment structures in Science. The private nature of the written assessments does not permit interaction between student and examiner or invigilator during an examination. This means that both student and assessor in turn have to rely on their own interpretation of the written word without consulting with each other. Oral assessments on the other hand, permit live interaction. Both candidate and assessor can seek clarity from each other. Rather than grappling with understanding of each others' English, the focus can rightfully move to assessing the student's knowledge of content. As the study endeavoured to devise a relatively new form of assessment for the South African context, it required tools and techniques that would provide for exploration and that would allow for modification along the way. An action research approach was therefore used. This study took on what might be described as a 'hybrid' version of action research in order to investigate how as an instructor in Language Education, I could bring about change in assessment in Science. Individual and group oral assessments were conducted with undergraduate students at two tertiary institutions, viz. a technikon and a university, in KwaZulu-Natal. The assessments were conducted in three phases. The first phase of the assessments adapted oral assessment practices used by South African and international Science educators. The second and third phases investigated 'closed' structures devised for the individual and group oral assessments within a South African tertiary context, respectively. After each phase of the assessments, feedback from the participants was analysed and comments and criticisms were addressed. Collaboration with the participants yielded harmonious working relationships, successful administration of the assessments, and valuable contributions from the students and assessors, especially with regard to the design of the oral assessment grid. Five main sources of data were generated in this study, viz. from the focus group discussions with the assessors and the students, the student and assessor questionnaires, and the assessment sessions. Triangulation, and more specifically, data triangulation was employed to ensure reliability and validity or consistency and comparability of the oral assessments. Incorporating an oral component to the assessments meant that students could reap the benefit of the higher mark in either the written or the oral mode. Students were grateful that the assessments "tested two different sides of a person" and that if they could not express themselves adequately in writing, they could "fall back on the orals". Assessors were unanimous that "apart from promoting understanding, the oral assessments provided many other benefits for assessors and students". They therefore hailed the mixed-mode of assessments as a "win-win situation" for all the participants. The study concludes with recommendations and implications for the reform of language policy and assessment practices in tertiary education, and the need for further work in tertiary classrooms where teachers embark upon action research. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2004.

The aim of the present study is to investigate the role of questioning in the learning-teaching process, with particular reference to English second-language students studying the disciplines of the Human Sciences. The broad context for the study is the imperative for higher education institutions in South Africa to meet the learning needs of those students previously disadvantaged by the Apartheid schooling system. The focus of the research is on how particular kinds of questioning may serve to mediate between the historically constituted disciplines of textual knowledge characteristic of the Human Sciences and the worlds of knowledge and understanding of new, underprepared learners. The study was conducted in two phases. In the first phase, the subjects were students (n=117) admitted to the University of Natal through an alternative selection process, the Teach-Test-Teach Programme. The selection procedure was designed to reveal the academic potential of students who did not meet the standard academic criteria for admission. In order to develop and consolidate their identified potential, selected students were required to participate in a foundation course. The data for this first phase were drawn from aspects of students' performance on the foundation course, in particular, their responses to tasks designed to elicit different kinds of questioning engagement. The second phase of the investigation was situated in a context of curriculum development in the Department of Psychology, necessitated by the changing learning needs of substantial numbers of underprepared students. The primary subjects in this phase of the study were the second-language students of the first-year psychology class (n=274). The study explores the nature of their engagement with the task demands of different kinds of examination questions. In addition, the task engagement of these students was compared with that of a group of failing first-language students (n=88) in order to establish whether the academic difficulties of the two groups could be explained in the same way. The framework of analysis incorporated a combination of quantitative and qualitative elements. However, given the textual nature of the tasks in the Human Sciences , the usual relation of the quantitative and qualitative modes of analysis was reversed , with established general quantitative trends providing the context for more detailed qualitative analysis . Categories for analysis were derived from the data drawing on theoretical analyses of the mediated nature of both tasks and cognitive functioning. Tasks conducted in the first phase of the study were of three kinds: questioning text; modeling appropriate questioning of text; and analysis of academic questions. Contrary to the received view that students are passive or inactive, analysis of their responses to these tasks reveals a highly active process of cognitive engagement. The data show that because underprepared students do not understand the implicit questioning epistemology of text, the question posed by a textual task is transformed and reconstructed . This reformulated question then provides an inappropriate framework for the construction of a possible answer. In the second phase of the study, the investigation focuses on students' engagement with conventional academic assessment questions. The transformation of given questions was again evident; inadequate answers could be interpreted as very effective responses to entirely different questions than those posed. The analysis of engagement with different kinds of academic questions (factual, relational or conceptual) reveals that the particular formulation of the question provokes varying kinds of inappropriate engagement. This finding provides a strong indication of the mutually constitutive nature of tasks and cognitive processes. Finally, a comparative analysis of students from different educational backgrounds reveals that the phenomenon of underpreparedness can be distinguished from other sources of failure. The study concludes that the nature of academic tasks, the process of instruction, and the cognitive engagement of students are all implicated in the problem of underpreparedness and must, therefore, be addressed in the design and implementation of effective intervention strategies. / Thesis (Ph.D.)-University of Natal, 2000.

This study was an exploration of the educators' perceptions of the management approach to change in a particular primary school and this was related to the educator attitudes towards change. Information was gathered by means of a literature and empirical study. A qualitative method was used by conducting a case study in a primary school in KwaZulu-Natal, to investigate the management of change, with reference to the implementation of the new IQMS (Integrated Quality Management System For School Based - Educators) and how this change management was perceived by educators to be impacting on their attitudes towards change. The various management theories provided a sound understanding of the different management approaches to change. Four factors that had an impact on the research were considered namely: change; educator attitudes; managing change and change implementation. The data for the case study was obtained by means of questionnaires and interviews. Questionnaires were administered to thirty educators and interviews were conducted with nine members at the school. Descriptive statistics were carried out to analyse the information received from the questionnaires and interviews. The findings of the study were that, there are forces (and needs) for change in the organisation, for example IQMS was externally mandated to be implemented in all schools. The literature review illustrated that there are personal factors that affect educator attitudes to implementation, however this dissertation focussed on the management of change and how the management approach affected educator attitudes towards change. In conclusion, a summary of the findings from the literature study and the findings of the case study were presented. It was found that generally change management impacted positively on educator attitudes towards change at this school. Statistical analysis showed positive relationships between management and the staff. However certain areas as suggested in the literature needs to be improved by the management of the organisation. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

This study primarily looked at teachers¡¦ experiences of the IQMS evaluation and its impact on their professional development. IQMS has been actively introduced at the school system for the past five years. The purpose of this study is two fold. Firstly, this study wants to explore the outcomes of IQMS within the school context with a specific focus on outcomes relates to teachers. Secondly, this study wants to document the experience of schools¡¦ trip through the IQMS process from the perspectives of teachers and the school managers. A survey methodology was used to produce the data together with the analysis thereof. Some of the key findings from this study reveal that: Teachers with lower teaching qualifications and teaching experiences perceived IQMS to be beneficial to them, while teachers with higher qualifications and longer teaching experiences were suspicious of the IQMS process. Younger teachers tend to have more positive feelings towards IQMS while older teachers tend to have negative feelings towards IQMS. On the other hand middle aged teachers tend to have mixed feelings towards IQMS. The IQMS evaluation report had a positive impact on teachers in general, in terms of them identifying a need to develop themselves. Some of the key recommendations in relation to this study are: The Department of Education should ensure that sufficient workshops and trainings are properly planned and provision is made for in service training of teachers. Quality education can only be possible if the Department of Education ensures that all schools are well resourced. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

This study explores assessor approaches and values in Design programmes at / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study investigates the nature and extent of teacher's understanding of assessment in the context of an outcomes-based education system at a Hammersdale Farm School. The study also investigates the nature of assessment techniques used by educators at the school and whether these techniques were implemented in a manner that enhances learner performance. The educator level of assessment literacy or illiteracy was also examined. Learner's experience of assessment was also investigated. The subjects in this study were eleven educators and twenty-two learners. The research methodology was in the form of a qualitative case study. Individual interviews of educators, learners questionnaire as well as document analysis were used to investigate educator's assessment, literacy or illiteracy, learner's experience of assessment and whether assessment (there) techniques are implemented in a manner that embraces principles of outcomes-based education. The results revealed that educators show an understanding of assessment in an outcomes-based education system. There has been a shift from the traditional way of conducting assessment, which was by means of tests and examination only. Educators conduct assessment continuously and employ a variety of strategies, which help educators collect data about learner's performance. The data collected enables educators to give constant feedback to learners and also report to parents about their children's performance. However, findings also revealed that there is some illiteracy with regards to assessment planning and implementation. (Educators attempts are dwarfed by the tradition of summative type of assessment that educators have been exposed to all their lives. The study has also revealed that though educators engage in continuous assessment and employ various assessment strategies; examinations are still considered as the strategy to be used for making decisions and public judgments due to lack of clearly formulated school assessment policy. There is minimal participation of parents in their children's learning, which is due to illiteracy with regards to transformational policies and curriculum issues. Some parents, because of work commitments, financial constraints and not living with their children, makes participation almost impossible. The implication of this study is that the school needs to have a clearly formulated assessment policy, which reflects OBE principles. The policy should state clearly how assessment is to be planned and implemented in an outcomes-based education system. The school also needs to have a staff development programme which is an ideal platform for sharing meanings and interpretations with regards to assessment implementation in an outcomes-based education system. The development programme will also help educators revisit and review their assessment policy to ensure that assessment implementation is on track. Parent participation in their children's learning could be made a reality through workshops. Parent's workshops would help develop parents on transformational policy and curriculum issues. This will ensure maximum parent participation in their children's learning and also ensure that parents provide necessary support to sustain effective learning. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2003.

The study reviews the implementation of DAS and IQMS in Vulindlela Circuit from 2003 to 2006. The systems thinking approach and Soft Systems Methodology served as a point of leverage in identifying problematic situations besetting the implementation of DAS and IQMS. The use of systems tools provided the means for creating dialogue between the facilitator and the SMT members and principals. The study illustrates the use of the systems maps, spray diagrams, iceberg tool, brainwriting and rich pictures in surfacing the assumptions and beliefs about the failure of DAS and IQMS. With this approach, SMTs and principals developed their ideas about the way they could implement DAS and IQMS. Systems thinking provided a perspective for approaching the problematic situations. A conceptual model for DAS and IQMS evolved though the collaborative efforts of SMT members and principals. A developmental and holistic model evolved from this process of school development. A new way of thinking about problematic situations is presented to participants. A process of dialogue set the stage for. school development. Notable improvements are highlighted as indicators of improvement during the implementation of DAS and IQMS. The approach promotes active participation, dialogue, reflection and continuous inquiry and a shared vision in the formulation of conceptual models. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2006.

The general problem was that vast resources (time, money, etc.) have been invested in the Integrated Quality Management System. Besides the generally positive feedback it was not yet known for certain to what extent IQMS contributed to the perception of improved educator performance and the problems which existed with the implementation. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System on Educator Performance was and prove the validity of a proposed model of factors related to Educator Performance. In order to construct a theoretical frame of reference of the existing knowledge, an extensive literature review of the Performance Management theory in the private sector was followed by a review of the Department of Education publications about the practical implementation of these principles in the management of educator performance in schools by means of the Integrated Quality Management System. Both qualitative (a pilot study consisting of several in depth interviews with educators and principals) and quantitative research (a questionnaire based on the literature study, objectives and hypothesis and using a five point Likert scale) methods were used to determine the impact ofthe implementation of Integrated Quality Management System on Educator Performance in South African public schools. The results from the four hundred and twelve respondents were analysed with the aid of the EXCEL and SPSS computer programmes. It was found that the implementation of the Integrated Quality Management System has contributed significantly to all areas of perceived Education Performance, i.e. structure, staff development, motivation, class visits, feedback, goal setting, problem solving and forms. The IQMS was negatively related to disciplinary management. The non parametric nature of the data could not allow for statistical techniques such as multiple regressions to be run, but the proposed model still revealed itself as valid in the factor analysis. It was concluded that the Integrated Quality Management System has done what it was meant to do: it had a positive impact on perceived Educator Performance. Furthermore, it was found that the factors: structure, staff development, motivation, class visits, feedback, goal setting, problem solving, accurate scores and disciplinary measures had a significant relation with perceived Educator Performance. It was recommended that the success story of the implementation of the Integrated Quality Management System be made public, neutral educators be brought on board, the accuracy of the scores be upgraded and even more structure added to the staff development programme. It was also recommended that School Management Teams be trained in motivating staff, class visits be increased and feedback to staff on their performance be improved. It was also recommended that School Management Teams be trained in goal setting programmes and the implementation of the Educator Performance Model. / Thesis (MBA)-University of KwaZulu-Natal, Pietermaritzburg, [2006]