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Assessing the algebraic attainment of South African grade 9 learners: designing a test using Rasch analysisEhrlich, Samantha Anne January 2017 (has links)
A research report submitted to the school of Education, Faculty of Science,
University of the Witwatersrand in partial fulfilment for the degree of Master of
Science
Johannesburg 2017 / South African learners perform poorly in national and international mathematics
assessments (Howie, 2004). A contributing factor to this poor performance is low
mathematics knowledge of mathematics teachers in South Africa (Howie, 2003). One means
of addressing this is professional development programs. The Wits Maths Connect
Secondary Project runs such a program. A test is required by the project in order to assess
whether learners are making learning gains after being taught by teachers who participated
in this program. The focus of this study is the design of a test used to assess learners’
algebraic attainment. The aim is to design an informative and fair test using Rasch analysis.
A sample of 235 learners’ responses to 47 questions was analysed using the Rasch model. In
this study, the mean person measure was 2,87 (SD=1,38) logits, while the mean item
measure was 0,41 (SD=2,25) logits, suggesting that overall, the test was too difficult. For the
learners who wrote this test the person separation index is 1,78 and the person reliability
0,76. This implies that the test may not be not sensitive enough to distinguish between
learners of high attainment from learners with low attainment. Various ways of improving
the test are discussed. / MT 2018
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Exploring the relationship between policy and practice : a study of continuous assessment.Ramsuran, A. January 1997 (has links)
Research reveals that policy intentions seldom define classroom practice.
This research study uses continuous assessment as the 'case' to explore
the policy-practice relationship. The research approach adopted involved
a critical review of policy documents on continuous assessment;
interviews with Department officials; a survey questionnaire on
continuous assessment distributed to teachers in ten secondary schools;
and a detailed exploration of continuous assessment practice in three
institutional settings. The findings show that continuous assessment is
rarely implemented as policy intended; teachers at the classroom level
have transformed the aims of policy-makers to the extent that
implementation proceeds at some distance from the original policy
intentions; and teachers are experiencing numerous problems in
attempting to implement continuous assessment. / Thesis (M.Ed.)-University of Durban-Westville, 1997.
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A case study of the implementation of continuous assessment in grades 11 and 12 physical science classrooms in three secondary schools.Shilenge, Veronica Zanele. January 2004 (has links)
The Department of Education has introduced a policy of Continuous Assessment
(CASS) in grades 11 and 12. This, however, does not mean that the current policies
such as senior certificate examinations will immediately change. It appears that the old
and the new practices will co-exist. This implementation of CASS took place in some
environments characterised by enormous infra-structural backlogs, resource limitations,
inadequate supply of quality learning support materials and absence of common
national standards for learning and assessments. Consequently, the purpose of this
interpretive research is to investigate how CASS has been implemented in grades 11
and 12 Physical Science classrooms in three disadvantaged secondary schools. This
research study is a qualitative case study of three secondary schools in a school circuit.
The three secondary schools were chosen on the basis of their varying socio-economic
backgrounds and history related to quality of work and innovation. The research study
examines the contexts and processes that took place during the implementation of
CASS in these schools.
The principal theories underpinning this study are those supporting educational change
and curriculum innovation. The argument is that different understandings of the nature
of the curriculum have important implications for the implementation of curriculum
change. The literature was reviewed to expand the argument that curriculum change has
different meanings and is dependent on the context. In this research study, curriculum
changes in South Africa, the meaning of curriculum changes, CASS and CASS policy
are discussed. The research methods used to gather data are semi-structured interviews,
document analysis and questionnaires. The participants in this study were grade 11 and
12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11
and 12 Physical Science learners from each school. The three schools were visited in the
second half of 2002. This research study considered the roles and importance of
learners, teachers, school management team, community and external inputs for the
successful implementation of CASS.
The feedback from teachers, HOD's, and learners were analysed and discussed. The
schools were found to have profiles and strategies that were unique, but also some
principles, practices and characteristics were common. The overall findings show that
CASS has been implemented in these classrooms, but the strategies that are mostly used
are those which were used in a content-based curriculum. For example, tests,
classwork and homework were common in these schools. This study therefore suggests
that more thorough and different support and developmental programmes be put in
place so as to equip teachers with the skills necessary to implement CASS. This study
also suggests that further research in schools be conducted, so that the best procedures
are used to ensure the effective implementation of curriculum innovation in South
Africa. / Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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The relationship between educators' perceptions of change management and the educators' attitudes towards change : a case study of IQMS implementation at a primary school.Pillay, Sarasvathie. January 2005 (has links)
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.
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Where to from IQMS : teachers' experience after evaluation.Ngobese, Muziwenhlanhla Michael. January 2009 (has links)
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.
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Assessment in design programmes : an investigation into the approaches and values of assesors at the Durban University of Technology.Kethro, Philippa. January 2007 (has links)
This study explores assessor approaches and values in Design programmes at / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Evaluating the effectiveness of Umalusi council for quality assurance in general and further education and training as a public entity in the South African education regulatory systemThomas, Jeremy Ralph 31 March 2008 (has links)
The South African government like most governments around the world create
public entities to perform functions on its behalf and achieve particular
objectives ranging from facilitating investments, delivering services or
providing goods and advice. These public entities receive annual funding
either whole or in part from the national fiscus and report to parliament through
their respective Ministries. In the 2005/6 financial year government funded
Umalusi 7, 69 million rands through direct transfer payments from the
Department of Education, excluding any indirect payments from other
governmental structures. Many public entities, about three hundred and thirty
odd or so in South Africa, were promulgated to ensure and improve service
delivery to the nation. However, they were not intended to be seen as an
extension of their reporting departments. This research work evaluates the
effectiveness of Umalusi in the education regulatory system and seeks to find
ways to improve public entity effectiveness using the South African Excellence
Model (SAEM) as the base tool to measure organisational effectiveness. A
brief conclusion to this study is that Umalusi as a public entity, is adequately
meeting its intended purpose. This is confirmed through its annual reports
having never received a qualified audit since its inception. This research
triangulates the results of the South African Excellence Model, the
Questionnaire to senior education officials and the Auditors' Reports to confirm
that Umalusi is effective as a public entity in the South African regulatory
system. / Busniness Management / M.Tech. (Busniness Administration)
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An exploration of factors that are contributing to unsatisfactory performance in government schools: the case of Duduza township, Eastrand, GautengMaeresera, Rutendo Chikomborero January 2016 (has links)
A report on a research study presented to
The Department of Social Work
School of Human and Community Development
Faculty of Humanities
University of Witwatersrand
In partial fulfillment of the requirements
for the degree Master of Arts in the field of Social Development. March 2016. / Education plays an integral role in human development. It encompasses growth in several dimensions of human well-being. The purpose of this study was to explore factors that are contributing to unsatisfactory performance in Government Schools in the area of Duduza Township, a community in the East rand, Gauteng. Based on the qualitative research conducted, the researcher adopted a multiple case study as a research design. The researcher utilised purposive non-probability sampling in selecting the 15 learners and six key informants. Multiple methods of data collection were used through focus group discussions with learners and individual interviews with key informants. The most important problems that emerged from the thematic content analysis of the discussions included factors in the home environment of learners in that there is lack of parental involvement and motivation. In the school environment, the study showed that challenges were faced due to the usage of English as the medium of instruction, teachers’ discrimination of learners aged 18years and above, condoning or progressing of learners, overcrowding in classes and the usage of inexperienced teachers in critical grades. Furthermore, the study highlighted that one of the community related factors affected learners is their socio-economic background. In view of the study’s findings and conclusions in relation to the factors contributing to unsatisfactory performance in Government Schools, the researcher proposed intervention strategies to be implemented on micro, meso and macro level. In addition, emphasis should be put on revisiting the policy of progressing learners, the improvement of learning outcomes and raising passing grades. A multi-sectoral approach is crucial for all stakeholders comprising of the Department of Basic Education, the Department of Social Development, the school, parents and learners. Measures and recommendations to address the challenges of poor performance have been outlined / GR2017
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Challenges facing foundation phase educators in the implementation of continuous assessmentMasipa, Mpho Dellynah January 2014 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2014
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An exploration of the discrepancy between classroom-based assessment and external summative assessment in English first additional language Grade 12Mncwango, Jabu Busisiwe 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment
(CASS), is a formal and important part of the evaluation of South African learners.
The weight attached to CASS varies according to the levels of grades. More
importantly, it is only in Grade 12 that CASS marks of all the learning areas or
subjects are combined with external summative assessment marks for a decision
of awarding a National Senior Certificate.
Continuous assessment (CASS) is formative in nature. This implies that learners
receive feedback on their performance throughout the year. The feedback learners
receive ought to prepare them well for the external summative assessment. If
learners have been prepared well for the external summative assessment, we
would expect their marks to be consistent with their level of achievement in CASS.
However, according to the Department of Education (2003c), having witnessed the
first year of CASS implementation in 2001, both national and provincial
examination authorities realised that the implementation of CASS was problematic
in certain schools. In the analysis of the 2001 and 2002 Senior Certificate
examination results by the South African Certification Council (SAFCERT), huge
discrepancies were found in certain schools between the raw CASS marks and the
adjusted examination marks of the same learners in a number of subjects. The
SAFCERT reported that in 2001 a total of 10 182 examination centres supplied
CASS marks that were more than 20% above the adjusted examination marks. This document-based study examines the extent of the discrepancies between
learners’ CASS marks and the marks they obtained in external summative
assessment. It also tentatively suggests possible reasons for the discrepancies.
To this end, this study compares scores for CASS marks of English First
Additional Language (ENGFAL) to scores for the same learners in the external
summative assessment. The documents recording learners’ CASS marks come
from four schools in Ilembe District, KwaZulu-Natal.
Although my mini thesis focuses on the extent of the discrepancy, my analysis
also makes some initial suggestions of some possible reasons for the
discrepancies between CASS and external summative assessment marks. These
tentative reasons are a lack of teacher knowledge in administering CASS; large
classes; the demanding administrative load of teachers; an interest in passing as
many learners as possible; not wanting to create tension, especially within small,
close-knit communities; and in many cases, generally dysfunctional schools.
My main suggestions for addressing the problem of discrepancies include:
providing better in-service training for teachers in regard to their knowledge of
subject content and assessment practices; making available to teachers an item
bank with samples of assessment questions and tasks; encouraging teachers to
become active participants of professional teacher organisations; encouraging
greater parental participation in informal assessment; and by establishing
assessment committees in schools. In addition, the government could appoint
more teachers to reduce overcrowded schools and classrooms, fund the
establishment of functional libraries, promote and monitor English as a medium of
instruction from as early as the Intermediate Phase. / AFRIKAANSE OPSOMMING: ’n Ondersoek van die Teenstrydighede by Punte vir Deurlopende Evaluering en
Eksterne Summatiewe Assessering by Engels Eerste Addisionele Taal in Graad12
Deurlopende evaluering (DE) is ʼn formele en belangrike aspek by die evaluering
van Suid-Afrikaanse leerders. Die gewig wat aan DE toegeken word, varieer na
gelang van die vlakke van die onderskeie grade. Dit is belangrik om daarop te let
dat die DE-punte net in Graad 12 by al die leer areas of vakke gekombineer word
met eksterne summatiewe assesseringspunte om die toekenning van ʼn Nasionale
Senior Sertifikaat te bepaal.
Deurlopende evaluering (DE) is formatief van aard. Dit beteken dat leerders
gedurende die jaar deurlopend terugvoer ontvang oor hul prestasie. Die terugvoer
wat hulle ontvang, is veronderstel om leerders deeglik voor te berei vir die
eksterne summatiewe assessering. Indien leerders deeglik voorberei is vir die
eksterne summatiewe assessering, sou verwag kan word dat die punt wat hulle
behaal by die eksterne summatiewe assessering ooreenstem met die vlak van hul
prestasie by DE.
Volgens die Departement van Onderwys (2003c) is daar egter na die eerste jaar
van die implementering van DE in 2001 deur beide die nasionale en provinsiale
eksamenowerhede tot die gevolgtrekking gekom dat die implementering van DE in
sommige skole probleme skep. By die analise van die 2001- en 2002-uitslae van
die Senior Sertifikaat eksamen deur SAFCERT is groot teenstrydighede by sommige skole opgemerk tussen die onverwerkte DE-punte en die aangepaste
eksamen punte van dieselfde leerders in ʼn aantal vakke. SAFCERT het verslag
gedoen dat ʼn totaal van 10 182 eksamen sentra in 2001DE-punte verskaf het wat
20% hoër was as die aangepaste eksamen punte.
Die doel van hierdie studie is om die omvang van die teenstrydigheid tussen die
punte wat leerders tydens DE behaal het en die punte wat hulle in eksterne
summatiewe assessering behaal het, te ondersoek. Die studie sal ook tentatiewe
voorstelle maak oor die redes vir die teenstrydigheid. Om dit te kan doen, sal ek
die DE-uitslae en die uitslae van die eksterne summatiewe assessering van
dieselfde leerders vir Engels Eerste Addisionele Taal vergelyk. Die leerders is
afkomstig van vier skole in die IIembe Distrik, KwaZulu-Natal.
Alhoewel my minitese op die omvang van die teenstrydigheid fokus, bied my
analise ‘n paar moontlike oorsake vir die afwyking tussen DE-punte en eksterne
summatiewe assessering aan. Dit kan tentatief toegeskryf word aan: ʼn gebrek aan
kennis by onderwysers oor die toepassing van DE, groot klasse, die veeleisende
administratiewe las op onderwysers, die strewe om soveel as moontlik leerders te
laat slaag om nie spanning veral in klein geslote gemeenskappe te veroorsaak nie
en oor die algemeen in baie gevalle bloot disfunksionele skole.
My belangrikste voorstelle om die probleem van teenstrydighede aan te spreek, is
om meer insette aan onderwysers te voorsien om sodoende hul kennis van
vakinhoud en assesseringspraktyke uit te brei, om ʼn item bank met voorbeelde
van assesseringsvrae en -take beskikbaar te maak, om onderwysers aan te
moedig om aktief deel te neem aan professionele onderwyser organisasies, en om groter ouerbetrokkenheid aan te moedig by informele assessering om
assesserings komitees in skole tot stand te bring. In aansluiting hierby moet die
regering meer onderwysers aanstel om die oorbevolking in skole aan te spreek,
die instel van funksionele biblioteke befonds en Engels as ʼn medium van onderrig
van so vroeg as die Intermediêre Fase bevorder en monitor.
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