Technical Vocational Education and Training colleges (formerly known as Further Education and Training colleges) in South Africa have undergone many changes since 1994. In 2007, a new curriculum, the National Certificate Vocational, was rolled out. The new curriculum brought an approach of outcome-based teaching and learning to continuous assessment, with a National Summative Examination set by the National Department of Higher Education Examinations and Assessments, and programme certification conducted by Umalusi (Council for Quality Assurance in General and Further Education). When the National Certificate Vocational was introduced in 2006, lecturers attended training prior to the implementation of the new curriculum. However the training was inadequate, as it was a once-off; after the implementation of the National Certificate Vocational, new lecturers never received training. Umalusi reports from 2009–2013 stated that the implementation of Internal Continuous Assessment needed attention, highlighting challenges faced by lecturers regarding its implementation. The purpose of the study is to explore the factors that impact on the quality of Internal Continuous Assessment practices in NCV Business Studies. The constant comparison analysis developed by Glaser and Strauss (1967) was used in analysing the data collected during the interviews. A qualitative research approach was employed, specifically a case-study research design. Purposive sampling was used to select lecturers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that there was lack of standardisation and uniformity in all four campuses, poor-quality assessment tasks were set using old exam papers and textbook exercises, designing of assessment tools was limited to the use of few tools and the colleges gave little attention to the policies and documents regarding implementation of Internal Continuous Assessment. Recommendations have been formulated that may add value or make an educational contribution to the growing body of knowledge by strengthening Internal Continuous Assessment processes and ensuring quality of assessment practices at these colleges, to significantly enhance students’ academic performance, competence and throughput rate. / Curriculum and Instructional Studies / M. Ed. (Didactics Studies (Curriculum Studies))

In developing countries like Ethiopia, education is considered to be a means of development and a stepping stone toward the eradication of poverty. Effective education requires effective teaching, learning and assessment strategies, which, in turn, necessitate the use of effective pedagogical and psychological approaches to meet the demands of a new generation of learners. Effective education becomes possible when learners are properly assessed and empowered via various appropriate assessment techniques. Therefore, the main aim of this study was to investigate how instructors’ assessment practices at a university in Ethiopia influence/enhance student empowerment. In order to achieve this aim, I used a convergent parallel/triangulation mixed-method research design, which allowed me to collect both quantitative and qualitative data simultaneously. Instructors and students from the six colleges of Debre Markos University were the participants of the study. I employed questionnaires and interviews as a data-collection instrument. From a total of 5944 students and 450 instructors, 600 students and 210 instructors were selected, via probability sampling techniques, to complete questionnaires. Six department heads and six instructors were chosen, via non-probability sampling techniques, for the interviews. Before collecting the main data, a pilot study was conducted. The quantitative data were analysed using descriptive and inferential statistics. Moreover, the qualitative data were analysed according to themes and word descriptions. The results of the study indicate significant variations between the perceptions of students and those of instructors, across different colleges, with regard to the practice of assessment. In addition, instructors’ teaching experience, training backgrounds, and levels of education were found to influence their assessment practice to some extent. The qualitative data indicate that students face various problems in the assessment process. Most instructors are very much dependent upon written assessment methods. Moreover, instructors face challenges (such as large class sizes, time shortages, high workloads, poor student-achievement levels, insufficient resources, lack of awareness of different assessment methods, lack of commitment, and negative belief) in the attempts to employ different assessment methods. Finally, the study revealed that empowering students in their study areas is simply untenable if instructors continue to utilise their current assessment practices. Therefore, this study contributes to a large body of literature that acknowledges the contribution of effective assessment in empowerment of students in a more effective and educationally responsive manner. At the end, the study presents important information to decision makers who create policies related to assessment in higher learning institutions. / Curriculum and Instructional Studies / D. Ed. (Didactics and Curriculum Studies)

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band. An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes. Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)

The recognition of prior learning (RPL) is an assessment process through which experience gained outside academic contexts is recognised. The purpose of the research was to determine the influence the learner profile has on RPL assessment. To realise the purpose, the learner profile was described and consequently learning outcomes formulated for a portfolio workshop. The method which the study followed was a qualitative interpretative approach. The research comprised a literature study about adult learning theories that served as a theoretical framework for the study, as well as an overview of RPL assessment, followed by an empirical study. The empirical research component followed a multiple data collection method. The personal life stories of the research participants were analysed in order to compile a learner profile. The role the workshop played was determined from a learner perspective by means of an open questionnaire for participants. It included a collection of workshop photographs. Finally, the reflection of a group of RPL learners about their personal learning experiences was analysed. The research found that the learner profile included distinctive personal traits, such as motivation, task orientation, a sense of responsibility and an orientation towards the future. The nature of the learner profile as well as of informal learning gained within diverse learning contexts require directed preparation for assessment. The learners regarded the portfolio workshop as a sustainable learning process and as a transformational learning experience. The role the workshop played was multidimensional, as it served as preparation for compiling the portfolio. It also empowered and prepared the learner on a personal level for the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include the following: Firstly, the learner‟s voice should be afforded recognition. Secondly, preparation for assessment is essential. Thirdly, the preparation should follow an approach of assessment as a sustainable learning process. Finally, the learning outcomes for the portfolio workshop make a contribution to support the learners in bridging the learning contexts of informal learning and academic learning. The research makes a valuable contribution, as the empirical research shows that the holistic learner profile guides the approach to assessment. The mission of RPL to bring about transformation will only become a reality if a learner-centred approach recognises and empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer. Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge, die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word, tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Existing scales were modified and factor-analysed through "prepilof' and pilot studies for exploring relations between academic motivation, achievement, and cognitive factors such as locus of control (LOC), attributions, perceived self-determination and ability. Distinct, conceptually meaningful factors emerged. Thirty-seven hypotheses were tested on Unisa students. Among notable findings were: • Internal LOC related to academic motivation, but treating LOC as a set of distinct factors rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external LOC factors related negatively to · achievement). • Little was gained from categorising attributions according to Weiner's dimensions. • Intrinsic motivation and "identified regulation" related positively to motivation. • Students' (especially unsuccessful students') expectations of success and perceptions of their ability were over-estimated. • Different factors related to motivation and achievement in different cultural groups. • Although motivation and achievement are usually positively related, this did not apply to disadvantaged groups. / Psychology / M.A. (Psychology)

Technical Vocational Education and Training colleges (formerly known as Further Education and Training colleges) in South Africa have undergone many changes since 1994. In 2007, a new curriculum, the National Certificate Vocational, was rolled out. The new curriculum brought an approach of outcome-based teaching and learning to continuous assessment, with a National Summative Examination set by the National Department of Higher Education Examinations and Assessments, and programme certification conducted by Umalusi (Council for Quality Assurance in General and Further Education). When the National Certificate Vocational was introduced in 2006, lecturers attended training prior to the implementation of the new curriculum. However the training was inadequate, as it was a once-off; after the implementation of the National Certificate Vocational, new lecturers never received training. Umalusi reports from 2009–2013 stated that the implementation of Internal Continuous Assessment needed attention, highlighting challenges faced by lecturers regarding its implementation. The purpose of the study is to explore the factors that impact on the quality of Internal Continuous Assessment practices in NCV Business Studies. The constant comparison analysis developed by Glaser and Strauss (1967) was used in analysing the data collected during the interviews. A qualitative research approach was employed, specifically a case-study research design. Purposive sampling was used to select lecturers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that there was lack of standardisation and uniformity in all four campuses, poor-quality assessment tasks were set using old exam papers and textbook exercises, designing of assessment tools was limited to the use of few tools and the colleges gave little attention to the policies and documents regarding implementation of Internal Continuous Assessment. Recommendations have been formulated that may add value or make an educational contribution to the growing body of knowledge by strengthening Internal Continuous Assessment processes and ensuring quality of assessment practices at these colleges, to significantly enhance students’ academic performance, competence and throughput rate. / Curriculum and Instructional Studies / M. Ed. (Didactics Studies (Curriculum Studies))

In developing countries like Ethiopia, education is considered to be a means of development and a stepping stone toward the eradication of poverty. Effective education requires effective teaching, learning and assessment strategies, which, in turn, necessitate the use of effective pedagogical and psychological approaches to meet the demands of a new generation of learners. Effective education becomes possible when learners are properly assessed and empowered via various appropriate assessment techniques. Therefore, the main aim of this study was to investigate how instructors’ assessment practices at a university in Ethiopia influence/enhance student empowerment. In order to achieve this aim, I used a convergent parallel/triangulation mixed-method research design, which allowed me to collect both quantitative and qualitative data simultaneously. Instructors and students from the six colleges of Debre Markos University were the participants of the study. I employed questionnaires and interviews as a data-collection instrument. From a total of 5944 students and 450 instructors, 600 students and 210 instructors were selected, via probability sampling techniques, to complete questionnaires. Six department heads and six instructors were chosen, via non-probability sampling techniques, for the interviews. Before collecting the main data, a pilot study was conducted. The quantitative data were analysed using descriptive and inferential statistics. Moreover, the qualitative data were analysed according to themes and word descriptions. The results of the study indicate significant variations between the perceptions of students and those of instructors, across different colleges, with regard to the practice of assessment. In addition, instructors’ teaching experience, training backgrounds, and levels of education were found to influence their assessment practice to some extent. The qualitative data indicate that students face various problems in the assessment process. Most instructors are very much dependent upon written assessment methods. Moreover, instructors face challenges (such as large class sizes, time shortages, high workloads, poor student-achievement levels, insufficient resources, lack of awareness of different assessment methods, lack of commitment, and negative belief) in the attempts to employ different assessment methods. Finally, the study revealed that empowering students in their study areas is simply untenable if instructors continue to utilise their current assessment practices. Therefore, this study contributes to a large body of literature that acknowledges the contribution of effective assessment in empowerment of students in a more effective and educationally responsive manner. At the end, the study presents important information to decision makers who create policies related to assessment in higher learning institutions. / Curriculum and Instructional Studies / D. Ed. (Didactics and Curriculum Studies)

The purpose of this study was to examine the ways by which student learning improvement and the self-regulation of learning are possible through the use of quality formative assessment in the teaching of a university course. In recent years, researchers in educational assessment are showing an increased interest to the improvement of learning resulting from the use of formative assessment. Formative assessment is generally recognised as an improvement oriented assessment. It is believed to result in instructional effectiveness. Quality formative assessment includes formative feedback, self-assessment and peer assessment. Previous studies show the contribution of each of these quality formative assessments to learning improvement. However, less attention has been given to studying the combined effect of quality formative assessments on learning improvement. On the other hand, the predominant use of summative assessment remains a challenge to the improvement in instruction. Thus, the question was to determine the extent to which the use of quality formative assessment improves learning. The literature review in this study show an over reliance upon summative assessment in the context of higher education classrooms. There is also recognition in that formative assessment improves learning and enhances self-regulation. This study followed a mixed-methods research design of the type partially mixed sequential and applied a quasi-experimental intervention, where the educators used quality formative assessment on lessons with the students in the intervention group. The quasiexperimentation was implemented with 378 (214 male and 164 female) first year students of three universities enrolled for “General Psychology” course and six educators who were teaching the course. The students in this study were taken from intact classes, because this is possible in quasi experimental research. Data for the quantitative part of the study were generated using a structured questionnaire and achievement tests. Interviews with the educators, focus group discussions with the students, and classroom observations were used to generate data for the qualitative phase of study. The pretestposttest scores as well as the students’ perceptions on self-regulating learning were compared between the intervention (N =191) and the comparison (N = 187) groups. The quantitative analysis used different inferential statistics, which proved the presence of statistically significant variations between the intervention and comparison groups for the outcome measures (posttest achievement and perception about self-regulating learning). Although the qualitative study showed the presence of positive perceptions towards quality formative assessment, the practice was found to be inconsistent. Perhaps, this may be because of the predominantly summative assessment tradition and the reluctance to use quality formative assessment. Finally, recommendations were made to promote the use of quality formative assessment aiming at the improvement and the self-regulation on learning. / Curriculum and Instructional Studies / D. Ed. (Didactics)