The research study focuses on assessment in Mathematics in Grade 10. The purpose is to identify problems which educators are experiencing in the assessment of Mathematics and to find possible solutions for the problems. This will enable the researcher to develop guidelines for facilitators at District Offices which in turn will contribute to more effective guidance and support for educators regarding assessment in Mathematics. The implementation of the National Curriculum Statement (“NCS”) in Grade 10 with a focus on outcomes-based assessment necessitates changes in the assessment practices in Mathematics. The literature examined views at the nature of Mathematics, constructivism and approaches to learning in Mathematics over the past century, outcomes-based education in the “NCS” and outcomes-based assessment in Mathematics. A pragmatic philosophy was followed. Both quantitative and qualitative methods of data collection were used in the study. Questionnaires were used to collect quantitative information and interviews made it possible to collect qualitative information. Questionnaires and interviews were administered, analysed and interpreted. From the analyses of the questionnaires, it was found that there is the perception that Mathematics is a subject with fixed knowledge, procedures and formulae. The educator still plays the dominant role in assessment and learners are passive in the construction of knowledge. The findings of the study revealed that the recording of outcomes-based assessment is too much and is time consuming. From the interviews it was found that the biggest changes that occurred in the Mathematics classroom because of the “NCS” were the assessment forms, - instruments and - methods. Factors that influence the assessment results in Mathematics are language, time, background and attitude of the learner and the training and experience of the educator. The recommendations of the researcher, based on the findings of the study, focus on the development of guidelines for assessment in Mathematics. The guidelines and recommendations are in the following areas: · Cognitive levels for the development of assessment tasks in Mathematics; · Outcomes in the determining of assessment strategies; · Daily assessment and formal assessment; · The development of assessment strategies; · The process of assessment; · Practical steps in the preparation of the assessment techniques; and · Guidance and support with regard to assessment to the teacher. Though the educators in this study could not solve many problems in assessment, bad planning and time-management created some of the problems. Furthermore, educators received guidelines for assessment from facilitators at District Offices, but they did not make it their own. Some educators did not take the responsibility to do research themselves and failed to adjust their assessment strategies. However, District Officials can still play a crucial role in initiating in-service training and projects that will focus on assessment. Furthermore, if facilitators at District Offices have good insight into the problems which educators are experiencing in Mathematics, they can guide and support educators effectively in the assessment processes in their classrooms. Good application of assessment in the Mathematics classroom, definitely contributes to improved quality of teaching of the subject and consequently a more skillful learner in the community. / Prof. J. Strauss

M.A. / Intelligence testing in cross-cultural assessment settings where traditional intelligence tests are used, often reveals inappropriate test content and invalid test scores for various cultures, language or socio-economic groups (SES). This moved some test users to conclude that traditional intelligence tests are not culture fair and are not suitably constructed for use across different cultures. As a result, these traditional intelligence tests often show invalid score variability when used across different socio-economic groups and culture. The purpose of this study was to investigate the suitability of the Snijders-Oomen Non-verbal Intelligence Test-Revised (SON-R) on a group of primary school learners from different language, socio-economic status (SES) and gender groups and grade levels in the Johannesburg metropolitan area. The aim of the study was to establish psychometric properties of the SON-R and to demonstrate that the SON-R can minimise the influence of home language, SES, age, grade level and gender on sub-test scores. Five postulates and four specific hypotheses were formulated for the purpose of the study. The sample of this study consisted of 400 primary school children from schools in Roodepoort and Melville. The test was administered to all subjects individually in their respective home languages within their school premises. Various statistical procedures, e.g. multiple analysis of variance (MANOVA), analysis of variance (ANOVA), Principal Axis Factoring, Pearson Correlation coefficients, Cronbach alpha internal consistency coefficients and post-hoc tests (Scheffe and Dunnett T3) were used to analyse the data. The findings on item difficulty analysis, in terms of the first and second mistakes committed on each sub-test, shows that items of the SON-R generally correspond to the theory of item difficulty underlying the items of the SON-R. Furthermore, the difficulty levels of the sub-test items appeared to be compatible with the cognitive levels of the subjects. The findings on the relationship of socio-economic status, age, as well as gender, with the sub-test scores were not statistically significant, indicating that sub-test scores of the SON-R were not influenced by those variables. The relationship between home language as well as grade evel with sub-test scores was statistically significant. The two variables have caused significant differences on sub-test scores of the SON-R. Cronbach alpha internal consistency coefficients were relatively high. In general, the correlation coefficients between sub-test scores and academic performance in school subjects were high, indicating significant predictive ability of the SON-R for scholastic purposes. A single factor solution for the combined group data, indicated one general factor of non-verbal intelligence for all four language groups. The study has raised research questions, which should be considered for future research on the SON-R. In general, the data has successfully supported the postulates and the specific hypotheses of the study.

This thesis explores and describes the relationship between emotional intelligence, job satisfaction and job self-efficacy. The sample was collected between 2007 and 2010 and consists of 1336 South Africans within the workplace. Trait emotional intelligence was assessed using the Trait Emotional Intelligence Questionnaire (TEIQue), while job satisfaction and job self-efficacy were assessed from the biographical questions asked during the TEIQue assessment process. The first hypothesis investigated whether there is a statistically significant relationship between job satisfaction and trait emotional intelligence. A relationship was found that is statistically, but not practically, significant. The second hypothesis centred on the relationship between job self-efficacy and emotional intelligence, with statistically significant results (p<0.001), and a weaker relationship than the one found between job satisfaction and scores on the TEIQue. The third hypothesis, investigating a possible interaction effect between job satisfaction and job self-efficacy, was rejected. In addition to the study’s three hypotheses, exploratory IRT analysis was conducted on a section of the TEIQue items in order to further explore the functioning of the test within the South African context. Findings suggest that there is a relationship between the constructs within the study, but that this relationship is more complex than first assumed, being affected by issues such as social desirability and central tendency bias. / Psychology / M.A. (Psychology)

This thesis explores and describes the relationship between emotional intelligence, job satisfaction and job self-efficacy. The sample was collected between 2007 and 2010 and consists of 1336 South Africans within the workplace. Trait emotional intelligence was assessed using the Trait Emotional Intelligence Questionnaire (TEIQue), while job satisfaction and job self-efficacy were assessed from the biographical questions asked during the TEIQue assessment process. The first hypothesis investigated whether there is a statistically significant relationship between job satisfaction and trait emotional intelligence. A relationship was found that is statistically, but not practically, significant. The second hypothesis centred on the relationship between job self-efficacy and emotional intelligence, with statistically significant results (p<0.001), and a weaker relationship than the one found between job satisfaction and scores on the TEIQue. The third hypothesis, investigating a possible interaction effect between job satisfaction and job self-efficacy, was rejected. In addition to the study’s three hypotheses, exploratory IRT analysis was conducted on a section of the TEIQue items in order to further explore the functioning of the test within the South African context. Findings suggest that there is a relationship between the constructs within the study, but that this relationship is more complex than first assumed, being affected by issues such as social desirability and central tendency bias. / Psychology / M.A. (Psychology)