The problem of assessing a person's knowledge, abilities and qualities is very old. Dramatic developments have created unprecedented demands that complicate the problem of evaluation. Contemporary methods of testing and measurement absolutise man in the intricate socio-economic framework. Technocratic principles are inclined to dominate the educational pattern. These together with a positivistic approach to education have led to superficial life values. Concepts like freedom and authority have been superseded by such concepts as permissiveness and liberalism. Increased commercial demands have placed emphasis on manpower productivity and retention ability. Tests and measurements have consequently adapted to these demands to such an extent that approximately 90% of tests today show no internalisation of the knowledge taught at school. Man is absolutised as the sum total of his achievements as reflected by his examination results. The principle of totality in education is negated owing to the obsession with examination results. It has become vital for the teacher to reflect and show concern about his task, not only as a teacher but as evaluator in the development of the child. A Christian life and world view is crucial to equip every child "thoroughly furnished unto all good works". (II Tim. 3:17) Garnering factual knowledge is not a final requirement. Although testing and measurement are essential during the teaching act, evaluating the qualities, norms and spiritual awakening takes precedence in the total mental and physical configuration of the child. The Christian teacher must inculcate Christian values in the impaired child or procreate the Christian values already instilled by Christian parents. His educational objective is adjusted to the Scriptural view of the origin, nature and ultimate destination of man. He steps in when necessary to reconstitute man's relation with God, his neighbour and the world. He is primarily the evaluator of the nascent adult created in the image of God. / Thesis (MEd)--PU vir CHO

The problem of assessing a person's knowledge, abilities and qualities is very old. Dramatic developments have created unprecedented demands that complicate the problem of evaluation. Contemporary methods of testing and measurement absolutise man in the intricate socio-economic framework. Technocratic principles are inclined to dominate the educational pattern. These together with a positivistic approach to education have led to superficial life values. Concepts like freedom and authority have been superseded by such concepts as permissiveness and liberalism. Increased commercial demands have placed emphasis on manpower productivity and retention ability. Tests and measurements have consequently adapted to these demands to such an extent that approximately 90% of tests today show no internalisation of the knowledge taught at school. Man is absolutised as the sum total of his achievements as reflected by his examination results. The principle of totality in education is negated owing to the obsession with examination results. It has become vital for the teacher to reflect and show concern about his task, not only as a teacher but as evaluator in the development of the child. A Christian life and world view is crucial to equip every child "thoroughly furnished unto all good works". (II Tim. 3:17) Garnering factual knowledge is not a final requirement. Although testing and measurement are essential during the teaching act, evaluating the qualities, norms and spiritual awakening takes precedence in the total mental and physical configuration of the child. The Christian teacher must inculcate Christian values in the impaired child or procreate the Christian values already instilled by Christian parents. His educational objective is adjusted to the Scriptural view of the origin, nature and ultimate destination of man. He steps in when necessary to reconstitute man's relation with God, his neighbour and the world. He is primarily the evaluator of the nascent adult created in the image of God. / Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

AIM OF THE STUDY - The general aim of the study is to design a selection test battery that can be used to screen students for the diploma courses in Management practice and Personnel management before the enrolment at the Witwatersrand Technikon. The specific aims are twofold: namely theoretical and empirical. The theoretical aim is firstly to give some perspective as far as the use of psychometric tests in the selection procedure, and secondly to give an overview of those factors that affect academic performance. The empirical aim consists of three objectives: To determine which factors are significantly related to academic performance of first year students for the Management practice and the Personnel management courses, respectively. To determine those factors that reflect a significant difference between the successful and unsuccessful students in both diploma courses. To develop a profile of the successful and unsuccessful groups' test performances for selection purposes. METHOD OF INVESTIGATION - A study of the relevant literature was undertaken concerning the role of psychometric tests in the selection procedure, as well as the effect of different cognitive and non-cognitive factors on academic performance. As a result of the limited number of first year students in these two courses, the total first year student group was involved in this study. The psychometric tests used in this study are the 19 Field Interest Inventory, the Structured Objective Rorschach test (SORT), The Survey of Study Habits and Attitudes (SSHA), the 16 Personality factor questionnaire {16PF), the subtest Mental Alertness of the Intermediate Battery and the Academic Achievement Battery. RESULTS OF THE MULTIPLE REGRESSION ANALYSIS - The test that shows the highest correlation with academic performance for both groups is the 16PF. In the case of the Management practice group, the correlation is 0,62 and for the Personnel management group, the correlation is 0,77. The Management practice group also reflected correlations between academic performance and previous performance (r=0,48) and between academic performance and interest (r=0,63). On the other hand, correlations were also found between academic performance and the SSHA ( r=O, 5 9) and between academic performance and mental alertness (r=0,42) concerning the Personnel management group. The 16PF therefore showed the highest correlation with academic performance for both groups. As a result of these findings and the relatively small population group used in this study it was decided, for the remainder of the investigation to combine the two groups. The new combined group was then subdivided into a successful and an unsuccessful group. RESULTS OF THE PROFILE ANALYSIS - The successful group obtained average scores which were higher than those of the unsuccessful group on eight factors of the 16PF. These eight factors are: A(Sociality), B (Intelligence), E(Dominance), F(Carefreeness), H (Social venturesomeness), L(Suspiciousness), N(Astuteness) and Ql(Radicalism). Of these eight factors, the differences for the last three are very insignificant. The unsuccessful group obtained higher average scores on the remaining eight factors but once again these differences are insignificant. RESULTS OF THE t-TEST - Significant differences were found between the successful and unsuccessful groups with regard to factors A(Sociality), B(Intelligence) and F(Carefreeness) on the 0,01-level while significant differences on the 0,05-level were obtained on factors E(Dominance) and Q3(Self-control). These results can be summarised as follows: * The successful group• is definitely more social, in other words more outgoing, carefree and more participative than the unsuccessful group. * The successful group has a greater mental ability than the unsuccessful group, is more independent and shows more enthusiasm. * The unsuccessful group shows a greater degree of self-control than the successful group with the result that they experience more anxiety in the process. According to this study, personality factors seem to play a more significant role than any other factors as measured in this particular case. Biographical data should also be considered in a study like this as this might possibly lead to other factors that influence academic performance. / Skripsie (MA)--PU vir CHO, 1987

Thesis (MEd)--PU vir CHO