Text in Afrikaans / Current society view performance appraisal in organization as a very important component and organization are sometimes legally obliged to apply performance appraisal. From a qualitative perspective the researcher want to explore and describe the criteria that must be taken in account during performance appraisal of community developers. A qualitative approach will be utilized following an explorative, descriptive and contextual research design. The study will be conducted by municipalities, non-governmental organizations and state departments in the Boland area in the Western Cape. Data will be collected by means of semi-structured focusgroup interviews with community developers. Data will be analysed according to the framework provided by Tesch (in Creswell, 1994). Guba's model (in Krefting, 1991) will be employed for data verification. Recommendations were provided according the criteria that must be taken in account with performance appraisal for community developers. / Prestasiebeoordeling word in die hedendaagse samelewing as 'n belangrike komponent binne enige organisasie beskou en organisasies word soms wetlik verplig om prestasiebeoordeling toe te pas. Vanuit 'n kwalitatiewe perspektief beplan die navorser die navorsingstudie om kriteria wat in aanmerking geneem behoort te word by prestasiebeoordeling van gemeenskapsontwikkelaars te verken en te beskryf. Vir die doel gaan 'n verkennende, bekrywende en konteksueie navorsingsontwerp geimplimenteer word. Die studie sal gedoen word by munisipaliteite, nieregeringsorganisasies en staatsdepartmente in die Boland streek in die Wes-Kaap. Semi-gestruktureerde fokusgroeponderhoude sal met gemeenskapsontwikkelaars gevoer word om die toepaslike data in te samel. Data sal geanaliseer word volgens die stappe van Tesch (in Creswell, 1994)) en data verifiering sal volgens Guba se model (in Krefting, 1991) onderneem word. Aanbevelings is voorsien met betrekking tot kriteria wat in aanmerking geneem kan word by prestasiebeoordeling van gemeenskapsontwikkelaars. / Social Work / M.Diac. (Social Work)

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students. / Educational Studies / M. Ed. (Open and Distance Learning)

This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculations were explored. Furthermore, the differences between the assessment of problem-solving calculations using online MCQs without immediate formative feedback, and with immediate formative feedback and the granting of partial credit were analysed. The findings revealed that students’ marks were lower when answering problem-solving calculations using online MCQs without immediate formative feedback than when answering the same questions using CRQs. This clearly indicates that using online MCQs without immediate formative feedback is not effective in assessing scientific problem-solving calculations. Alternatively, online MCQs proved effective in assessing problem-solving calculations when immediate formative feedback and partial credit were employed. The statistical analysis showed that students performed significantly better when immediate formative feedback was given and partial credit was granted for correct second or third attempts. This was due to online MCQs utilising immediate formative feedback, which made it possible to grant partial credit when students chose the correct answers after feedback. This showed that online MCQs with immediate formative feedback and partial credit being granted can be an effective assessment tool for scientific problem-solving calculations. It increases performance and supports learning from assessment. Students can thus correct their calculations whilst in the process of doing them. / Science and Technology Education / M. Ed. (Science Education)

This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the 2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era. This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult. Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the recommendations into account. / Public Administration and Management / M.Admin. (Public Administration)

Text in Afrikaans / Current society view performance appraisal in organization as a very important component and organization are sometimes legally obliged to apply performance appraisal. From a qualitative perspective the researcher want to explore and describe the criteria that must be taken in account during performance appraisal of community developers. A qualitative approach will be utilized following an explorative, descriptive and contextual research design. The study will be conducted by municipalities, non-governmental organizations and state departments in the Boland area in the Western Cape. Data will be collected by means of semi-structured focusgroup interviews with community developers. Data will be analysed according to the framework provided by Tesch (in Creswell, 1994). Guba's model (in Krefting, 1991) will be employed for data verification. Recommendations were provided according the criteria that must be taken in account with performance appraisal for community developers. / Prestasiebeoordeling word in die hedendaagse samelewing as 'n belangrike komponent binne enige organisasie beskou en organisasies word soms wetlik verplig om prestasiebeoordeling toe te pas. Vanuit 'n kwalitatiewe perspektief beplan die navorser die navorsingstudie om kriteria wat in aanmerking geneem behoort te word by prestasiebeoordeling van gemeenskapsontwikkelaars te verken en te beskryf. Vir die doel gaan 'n verkennende, bekrywende en konteksueie navorsingsontwerp geimplimenteer word. Die studie sal gedoen word by munisipaliteite, nieregeringsorganisasies en staatsdepartmente in die Boland streek in die Wes-Kaap. Semi-gestruktureerde fokusgroeponderhoude sal met gemeenskapsontwikkelaars gevoer word om die toepaslike data in te samel. Data sal geanaliseer word volgens die stappe van Tesch (in Creswell, 1994)) en data verifiering sal volgens Guba se model (in Krefting, 1991) onderneem word. Aanbevelings is voorsien met betrekking tot kriteria wat in aanmerking geneem kan word by prestasiebeoordeling van gemeenskapsontwikkelaars. / Social Work / M.Diac. (Social Work)

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students. / Educational Studies / M. Ed. (Open and Distance Learning)

This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming from different life worlds. This thesis, Effective assessment in open distance and e-learning: using the Signature Courses at the University of South Africa as a model for future practice, investigated how emerging information communication technologies (ICTs) can be used to transform, enhance and influence student assessment practices in Open Distance and e-Learning (ODeL) contexts. The ultimate objective of the study was to establish assessment guidelines for effective student assessment in distance education using technology as an enabler. To achieve the objectives of this study, a mixed methods research methodology was adopted in which Unisa lecturers’ and first-year students’ experiences, perceptions, attitudes, and beliefs regarding the use of ICT as a tool to enhance and influence student assessment were sought. Despite some limitations, the study was able to reveal that technology has the potential to influence student-lecturer, and student-peer interaction thereby bridging the isolation gap that normally exists between them. Further, these potential benefits also include the identification of teaching strengths and weaknesses, the indication of areas where instructional change or modification is needed, and the application of more effective means of interacting with students. A key function of this study, therefore, is to help the lecturers involved in higher learning assessment to use technology effectively and efficiently to enhance assessment practices as a means of maintaining both the academic standards and enhancing the quality of the student learning experience. In addition, the study has shown that technology has the potential to enhance and influence student learning and motivation. Furthermore, this study made theoretical and practical contributions to the literature on information communication technology implementation on lecturers’ and students’ pedagogical and technological readiness to online learning and assessment in open distance and e-learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Abstracts in English, Afrikaans and Zulu / Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics. / Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur. / Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi. / Curriculum and Instructional Studies / D. Phil. (Education (Curriculum Studies))