Since the implementation of Outcomes Based Education (OBE) in South Africa, educators were confronted with new challenges regarding teaching, learning and assessment. A substantial number of educators seemed to experience these challenges as stressful, because they were not sufficiently prepared for the didactic paradigm shift and they were also unfamiliar with the OBE-terminology and methodology This situation resulted in a widespread degree of negativity and resistance amongst teachers towards the implementation of OBE in general, and specifically concerning issues related to outcomes based assessment (OBA). The primary aim of the research was to determine how educators perceive OBA and what problems they experience with the implementation thereof. In order to achieve the above-mentioned aim, 220 educators from the Bojanala West Region of the North-West Province participated in a survey. This survey was conducted by means of a questionnaire which contained structured and unstructured items. Based on the results emanating from this survey, the following conclusions were drawn: • The participants endorsed the theoretical foundations on which OBA is based and they were of opinion that OBA can provide the necessary focus for an improvement in teaching and learning, but they displayed negative perceptions concerning the practical implementation thereof. • The participants' negative perceptions regarding the implementation of OBA were caused by: • a lack of knowledge and skills due to inadequate training; • a lack of departmental support and guidance; • the administrative over-load brought on by OBA; • over-crowded classrooms and infrastructural deficiencies; and • a lack of parental support and involvement. In the light of the findings of the research, recommendations were made to enhance the practical implementation of OBA in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Since the implementation of Outcomes Based Education (OBE) in South Africa, educators were confronted with new challenges regarding teaching, learning and assessment. A substantial number of educators seemed to experience these challenges as stressful, because they were not sufficiently prepared for the didactic paradigm shift and they were also unfamiliar with the OBE-terminology and methodology This situation resulted in a widespread degree of negativity and resistance amongst teachers towards the implementation of OBE in general, and specifically concerning issues related to outcomes based assessment (OBA). The primary aim of the research was to determine how educators perceive OBA and what problems they experience with the implementation thereof. In order to achieve the above-mentioned aim, 220 educators from the Bojanala West Region of the North-West Province participated in a survey. This survey was conducted by means of a questionnaire which contained structured and unstructured items. Based on the results emanating from this survey, the following conclusions were drawn: • The participants endorsed the theoretical foundations on which OBA is based and they were of opinion that OBA can provide the necessary focus for an improvement in teaching and learning, but they displayed negative perceptions concerning the practical implementation thereof. • The participants' negative perceptions regarding the implementation of OBA were caused by: • a lack of knowledge and skills due to inadequate training; • a lack of departmental support and guidance; • the administrative over-load brought on by OBA; • over-crowded classrooms and infrastructural deficiencies; and • a lack of parental support and involvement. In the light of the findings of the research, recommendations were made to enhance the practical implementation of OBA in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

This investigation focused on educators’ understanding of Outcomes-based Education (OBE) and the impact it has had on their classroom assessment practices. As assessment practices may not be separated from instructional practices, educators’ opinions were probed on their classroom practices in general (i.e. instructional and assessment practices). Educators are the major role players towards successful implementation of OBE; as such their understanding of OBE is important. It has been about nine (9) years since OBE was phased in, in the South African Education system. Educators have undergone in-service training through workshops in order to implement OBE in their classroom practices. In the early stages of implementing OBE, many educators did not understand what was expected of them in an OBE classroom. Most of them continued to follow direct instruction as the only method in their instructional practices. They were resistant to changes. One of the reasons why they resisted changes is that they had little understanding of OBE. This investigation was meant to determine whether there has been development and improvement on educators’ understanding of OBE. The following qualitative research methods were followed in this investigation: semi-structured interviews, observations and document analysis. A general overview of OBE was given in order to help me to develop criteria on which I could judge educators’ opinions regarding their understanding of OBE during interviews, observations and document analysis. The results in this investigation show that educators still have little understanding of OBE premises and principles. They do not accommodate OBE premises and principles in their classroom practices. Educators’ understanding of OBE must be improved so that they can implement OBE effectively in the classroom. / Dissertation (Magister Educationis (Assessment and Quality Assurance)--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management)

This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management)

Mathematics, as a subject, is used in various scientific careers as a selection tool. It is regarded as the cornerstone of scientific literacy. However, since learners in South Africa do not perform optimally in mathematics they do not enjoy international recognition. Education renewal is ongoing, and South Africa currently follows an outcomes-based (OBE) approach. The teaching of mathematics cannot be renewed successfully if assessment methods are not regularly adapted to meet new developments in the field. The incorporation of an OBE approach at school level made it necessary to facilitate assessment renewal in tertiary mathematics at the Tshwane University of Technology (TUT). TUT is engaged in a merger of three institutions, which has made the development of new curricula and teaching material essential. Hence this a perfect time to introduce assessment renewal. The primary purpose of this thesis is to report on the research study and its results, and to make recommendations for improving the practice. The overarching research hypothesis in this study is that a suitable assessment would probably enhance the effectiveness of a student’s learning. The research focused on the following questions: -- To what extent are outcomes-based strategies effectively and regularly introduced in the teaching of mathematics at TUT? -- Will tertiary mathematics facilitators be prepared to implement outcomes-based strategies at TUT? -- To what extent are outcomes-based strategies strategies in subjects supported by mathematics implemented at TUT? -- How does the ecology of TUT affect the implementation of outcomes-based strategies? -- What other factors could influence the level of implementation of OBS at TUT? -- Have any of the mathematics facilitators at TUT received suitable and adequate training in the implementation of outcomes-based strategies? -- What are the possible implications of the study for TUT’s assessment policy? Action research was chosen as the research design because it is ideally suited to improving practice. Quantitative and qualitative data were collected through questionnaires, personal interviews, interviews with focus groups, observations, documentation and a reflective diary. The main findings are as follows:– -- OBE strategies are not being introduced throughout TUT in the teaching of mathematics. -- Group work and peer assessments are rare occurences. -- Some lecturers are convinced that new assessment methods would lower the standard of their teaching. -- Uncertainty about the merger and the varying teaching conditions at the different campuses tend to inhibit lecturers, making them less willing to undertake assessment renewals. -- TUT should review its admission criteria. -- The lecturers cited large class groups, a lack of marking assistance and ignorance about OBE as reasons for failing to undertake assessment renewal. The study prepared respondents for assessment renewal. In the interim, however, TUT has introduced a Policy on Teaching, Learning and Technology, whereby OBE has been selected as the teaching model for TUT. In future, respondents will receive training and guidance in the implementation of OBE. This study has hopefully made a significant contribution to this positive development. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted