Spelling suggestions: "subject:"ducational evaluation. namibia"" "subject:"ducational evaluation. wamibia""
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An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case studyIileka, Ottilie January 2011 (has links)
Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
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The role of teachers in continuous assessment : a model for primary schools in WindhoekUiseb, Ismael 05 1900 (has links)
This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools.
The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment.
The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment.
From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing
national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia.
The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)
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The role of teachers in continuous assessment : a model for primary schools in WindhoekUiseb, Ismael 05 1900 (has links)
This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools.
The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment.
The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment.
From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing
national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia.
The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)
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Looking beyond educational indicators: an analysis of differences in learner results of a standardised English language comprehension test administered in Katima Mulilo and Rundu educational regions of Namibia.Makuwa, Demus Kaumba January 2003 (has links)
This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.
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Looking beyond educational indicators: an analysis of differences in learner results of a standardised English language comprehension test administered in Katima Mulilo and Rundu educational regions of Namibia.Makuwa, Demus Kaumba January 2003 (has links)
This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.
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The perceptions of secondary school teachers on the effectiveness of national external teacher evaluation in the Hardap region, NamibiaShawelaka, Bertha Nghuuwoyepongo 01 1900 (has links)
The purpose of this study was to explore the perceptions of secondary school teachers in the Hardap Region Namibia. More specifically, the study explored teachers’ perceptions on how the National External School Evaluation (NESE) impacted teaching and learning in their classrooms. The study employed a qualitative design, using an in-depth face-to-face individual and focus group interviews instruments. Data were collected from twenty two (22) secondary school teachers who were randomly selected from the four (4) evaluated secondary schools in the Region. Thematic interpretive data analysis technique was used to analyse data by inducing themes as they emerge from the data. The findings revealed that Hardap Region secondary school teachers perceived NESE’ as “somewhat valuable”, with some positive and negative impacts on teaching and learning. Secondary school teachers also made some suggestions on how NESE can be improved to impact more positively on teaching and learning in their classroom. / Educational Leadership and Management / M. Ed. (Education Management)
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Ontwikkeling van eksamineringspraktyke in die skole van Suidwes-Afrika / Namibië : 'n histories-opvoedkundige ondersoek en evalueringApril, Roderick Graham 06 1900 (has links)
Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie.
'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede.
Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel,
is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van
die eksamenstelsel uitgelig.
Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF
SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende
opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt
is.
'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge
weerspieel, maar dat die historiese beperkinge oorbrug kan word
Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan
verbeteringstrategiee ten opsigte van die huidige eksamenstelsel.
Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study.
An historical research has been done into the general examination systems of the past
On account of the shortcomings and constraints of the Cape Education Deparbnent examination
system, the necessity and desirability of the restructuring and betterment of the examination system
is highlighted.
The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF
SECONDARY EDUCATION to determine whether generally accepted educational principles,
procedures and methods have been embodied in the examination system.
The present Namibian examination system is still insufficient. However, much can be done to
overcome the historical constraints.
The conclusion was reached that each and every stakeholder should work together to devise
strategies for the betterment of the examination system.
The author trusts that the whole examination system will, as soon as possible but after thorough
planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirementsUiseb, Ismael 06 1900 (has links)
Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL.
In various studies, feedback has been heralded for its key role in the improvement of student learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL.
This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations.
The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process.
My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)
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The enhancement of quality education using self-assessment strategies in the Zambezi region of NamibiaMatakala, Vincent Mubiana 06 1900 (has links)
This sequential explorative mixed methods study aims to explore how selfassessment
strategies can be used to enhance quality education in schools in the
Zambezi region of Namibia. The researcher posits that teachers are key in enhancing
quality education if accorded appropriate recourses to innovate and explore the use
of self-assessment strategies in schools.
A pragmatic research approach was used to guide this sequential explorative mixed
methods study. The study sought participants’ perceptions on four sub-problems of
the study: What entails quality and quality education? How can self-assessment
strategies be linked to quality and quality education in general terms? What recourses
are available to ensure that quality education is realised by the use of self-assessment
strategies in the Zambezi region? How can self-assessment strategy models be
developed to enhance the quality of education in the Zambezi region?
Purposefully sampled school principals and heads of departments of five combined
schools participated in the study. During the first phase, face-to-face interviews were
conducted with the five participating school principals while the HoDs were engaged
in a focus group interview. The qualitative data was later used to inform the design of
the second phase of the study (quantitative). In the second phase, fifty-four teachers
completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and
Microsoft Excel to compare with the qualitative data.
This study revealed that schools have common understandings of quality and quality
education albeit defined differently. The study also revealed that external professional
support is inadequate to support teachers in continuous professional development
activities. Furthermore, the study showed that the available recourses are seldom
utilised to enhance quality education in schools. Finally, the study revealed that the
use of one type of teacher self-evaluation (TSE) deprives innovative teachers from
initiating and exploring other viable self-assessment strategies. Therefore, this study
propagates the use of alternative self-assessment strategies that can contribute
towards the enhancement of quality education in schools in the Zambezi region of
Namibia. / Educational Leadership and Management / D. Ed.
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Ontwikkeling van eksamineringspraktyke in die skole van Suidwes-Afrika / Namibië : 'n histories-opvoedkundige ondersoek en evalueringApril, Roderick Graham 06 1900 (has links)
Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie.
'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede.
Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel,
is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van
die eksamenstelsel uitgelig.
Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF
SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende
opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt
is.
'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge
weerspieel, maar dat die historiese beperkinge oorbrug kan word
Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan
verbeteringstrategiee ten opsigte van die huidige eksamenstelsel.
Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study.
An historical research has been done into the general examination systems of the past
On account of the shortcomings and constraints of the Cape Education Deparbnent examination
system, the necessity and desirability of the restructuring and betterment of the examination system
is highlighted.
The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF
SECONDARY EDUCATION to determine whether generally accepted educational principles,
procedures and methods have been embodied in the examination system.
The present Namibian examination system is still insufficient. However, much can be done to
overcome the historical constraints.
The conclusion was reached that each and every stakeholder should work together to devise
strategies for the betterment of the examination system.
The author trusts that the whole examination system will, as soon as possible but after thorough
planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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