M.Cur. / Please refer to full text to view abstract

Thesis (Med) -- Stellenbosch University, 2003. / ENGLISH ABSTRACT: A problem facing many educators in inclusive classrooms is the process of assessment. This study explores the assessment process in an inclusive classroom (that is, classroom-based assessment) and the learners' experience of it. A qualitative research study was done at a private (community) primary school, using a case study approach. A combination of data collection and analysis methods was used. The qualitative nature and context of the study prohibit generalisations and confine findings largely to this study. Assessment is a broad subject touching almost all aspects of education. There have been many influences on assessment practice and the background to assessment was examined to identify these influences and the debates around assessment practice. What emerged was that assessment has many purposes linked mainly to the motivation for doing assessment and assumptions about learning. Essentially the debate centres on the purpose of assessment in education and the need to change the way it is viewed and used. Traditional assessment practice was influenced enormously by intelligence testing and historically its main role has been evaluating learning outcomes for the purpose of certification and selection. This purpose has obscured the role of assessment in facilitating learning. Recent research has indicated its importance in this respect. As our views of learning change, so the need to change our approach to assessment arises. Inclusion also challenges our education practices and the assumptions we make about the learning process. Learning is a complex process that is influenced by many factors including context. Assessment should thus be used in support of learning, rather than just indicating current or past achievement. Many learners especially those experiencing barriers to learning are frustrated with the assessment process, which often discriminates against them. Research shows that assessment is not just about grading and evaluation but also about understanding the individual and the process. Planning an effective education programme should thus include planning effective assessment. / AFRIKAANSE OPSOMMING: Assessering in die inklusiewe klaskamer is 'n bron van bekommernis vir baie opvoeders. Die assesseringsproses in 'n inklusiewe klas en leerders se belewenis daarvan word in hierdie werkstuk ondersoek. 'n Kwalitatiewe navorsingstudie is in 'n privaat (gemeenskap) primêreskool deur middel van 'n gevallestudie gedoen om die assesseringsproses in 'n inklusiewe klas te verken. 'n Saamgestelde aantal dataversamelings- en ontledingsmetodes is gebruik. Die konteks en kwalitatiewe aard van die studie beperk die bevindinge en verhoed dus veralgemenings. Assessering dek 'n breë vakgebied wat heelwat aspekte van opvoeding aanraak. Daar was baie invloede op die assesseringspraktyk, en die agtergrond daarvan, asook die debatte hieromtrent is ondersoek. Wat voorgekom het, is dat daar heelwat redes aangevoer word om assessering te doen, wat meestal gekoppel is aan die motivering vir assessering, en/of vooropgestelde idees rondom die leerproses. Hoofsaaklik draai die debatte om die doel van assessering in opvoeding en die noodsaaklikheid daarvan om die sienswyse en gebruik daarvan te verander. Tradisionele assesseringspraktyke is heelwat deur intelligensietoetsing beïnvloed en was histories behep met evaluering van leeruitkomstes met die hoofdoelop sertifisering en keuring. Dié manier van assessering het die leerproses oorskadu en verduister. Onlangse navorsing dui op die belangrikheid hiervan. Soos ons sienswyse van leer verander, so ook moet ons benadering tot assessering verander. Insluiting bied 'n uitdaging aan ons onderwyspraktyk en ons voorveronderstellinge aangaande die leerproses. Leer is 'n ingewikkelde proses wat deur baie faktore, insluitend konteksverband, beïnvloed word. Assessering moet as ondersteuning vir die leerproses gebruik word en nie net om huidige en vorige prestasie aan te dui nie. Baie leerders, veral dié wat leerhindernisse ondervind, vind die assesseringsproses frustrerend en bevooroordeeld. Navorsing toon dat assessering nie net oor gradering en evaluering gaan nie, maar ook oor 'n begrip van die persoon en proses. Doeltreffende onderrigprogrambeplanning noodsaak dus ook effektiewe assesseringsbeplanning.

Research reveals that policy intentions seldom define classroom practice. This research study uses continuous assessment as the 'case' to explore the policy-practice relationship. The research approach adopted involved a critical review of policy documents on continuous assessment; interviews with Department officials; a survey questionnaire on continuous assessment distributed to teachers in ten secondary schools; and a detailed exploration of continuous assessment practice in three institutional settings. The findings show that continuous assessment is rarely implemented as policy intended; teachers at the classroom level have transformed the aims of policy-makers to the extent that implementation proceeds at some distance from the original policy intentions; and teachers are experiencing numerous problems in attempting to implement continuous assessment. / Thesis (M.Ed.)-University of Durban-Westville, 1997.

The Department of Education has introduced a policy of Continuous Assessment (CASS) in grades 11 and 12. This, however, does not mean that the current policies such as senior certificate examinations will immediately change. It appears that the old and the new practices will co-exist. This implementation of CASS took place in some environments characterised by enormous infra-structural backlogs, resource limitations, inadequate supply of quality learning support materials and absence of common national standards for learning and assessments. Consequently, the purpose of this interpretive research is to investigate how CASS has been implemented in grades 11 and 12 Physical Science classrooms in three disadvantaged secondary schools. This research study is a qualitative case study of three secondary schools in a school circuit. The three secondary schools were chosen on the basis of their varying socio-economic backgrounds and history related to quality of work and innovation. The research study examines the contexts and processes that took place during the implementation of CASS in these schools. The principal theories underpinning this study are those supporting educational change and curriculum innovation. The argument is that different understandings of the nature of the curriculum have important implications for the implementation of curriculum change. The literature was reviewed to expand the argument that curriculum change has different meanings and is dependent on the context. In this research study, curriculum changes in South Africa, the meaning of curriculum changes, CASS and CASS policy are discussed. The research methods used to gather data are semi-structured interviews, document analysis and questionnaires. The participants in this study were grade 11 and 12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11 and 12 Physical Science learners from each school. The three schools were visited in the second half of 2002. This research study considered the roles and importance of learners, teachers, school management team, community and external inputs for the successful implementation of CASS. The feedback from teachers, HOD's, and learners were analysed and discussed. The schools were found to have profiles and strategies that were unique, but also some principles, practices and characteristics were common. The overall findings show that CASS has been implemented in these classrooms, but the strategies that are mostly used are those which were used in a content-based curriculum. For example, tests, classwork and homework were common in these schools. This study therefore suggests that more thorough and different support and developmental programmes be put in place so as to equip teachers with the skills necessary to implement CASS. This study also suggests that further research in schools be conducted, so that the best procedures are used to ensure the effective implementation of curriculum innovation in South Africa. / Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Objectively structured practical examination (OSPE) is widely used in Physiotherapy to assess the practical skills of undergraduate students. The rationale for OSPE is to provide a means for evaluation of students' clinical skills, so that students may ultimately apply their skills to patients in the clinical situation. Students should show their ability to think critically and reason, for efficient and effective clinical application. It is therefore important that OSPE is structured such that these objectives may be achieved. This study presents the results of an investigation of OSPE at a Physiotherapy Department at one tertiary institution in South Africa. The present implementation has some merit. However, some adjustments need to be made in order that the OSPE process is more integrative of theory and practice, while simultaneously ensuring the holistic approach. This would facilitate an integrated approach to education and training aimed at integrating theory with the practice, and the academic with the vocational. Thus there would be a holistic and global approach to patient care. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2003.

The aim of this research was to determine the differences in student responses of two forms of assessment, automated and manual in terms of measuring student capability in the computer literacy programme, The International Computer Drivers Licence. Computer Literacy studies are an integral part of many academic programmes and have become a basic requirement for securing certain employment. Many academic programmes utilise recognised computer literacy qualifications rather than developing their own. In this case study, assessment within one of the most prestigious programmes, the International Computer Drivers Licence (ICDL), is the focus of attention. This qualification has become a benchmark for such computer literacy certification. Formal assessments are conducted to complete the certification. The certifying body, The ICDL Foundation, that controls this qualification, allows institutions to select from two modes of assessments. The modes of assessment are paper- based ‘manual’ (traditional) assessments or approved automated assessment software that is commercially available through different software suppliers. Manual assessments are available from the ICDL Foundation and conducted by external examiners, whilst the automated assessments are designed by software companies and approved by the ICDL Foundation. This case study looks at a comparison between students’ responses of the automated assessments that uses simulation of major software packages such as Microsoft Word and Excel and a manual assessment. The focus of this study was to gain some insight into students’ experience when taking the automated assessment and how it compares to a manual assessment. A case study was conducted in which a group of volunteer students were requested to take two assessments on a particular section of computer literacy. The first assessment was the automated assessment followed by a manual assessment which assessed the same outcomes as the automated assessment. During these assessments certain phenomena were observed and recorded. These observations were then qualitatively analysed and organised into themes. Scores of these two assessments were also compared to establish if the students showed marked differences between the two assessments. However the small sample size means that no conclusions could be made based on statistical differences. Immediately after the two different forms of assessment, six of the students were interviewed. These interviews were conducted using semi-structured questions. The questions revolved around the students’ perceptions of their responses to the automated and manual assessments and in particular how the students perceived both assessments. The transcriptions of these interviews were then qualitatively analysed and common themes were extrapolated. The results of the study show that students’ abilities were not always being assessed accurately in the automated assessment. The data in this study also shows that the automated assessment, whilst highly reliable and objective, does not present an authentic assessment environment. This resulted in high scores being awarded where students were not able to perform the same tasks successfully in the manual assessment. This calls into question the validity of the automated assessment and its ability to assess students’ practical skills accurately. The interview data also suggests that the use of multiple choice questions and discrete tasks in the automated assessment further resulted in students adopting a surface approach to learning in their preparation for this summative assessment.ses / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2010 / This research study investigates the impact of different leadership and management styles on Grade 12 learners’ performances in Philippi high schools in Cape Town. The literature that was consulted, explains the nature of performance, performance management, characteristics of good and bad leaders, characteristics of good and bad managers, emotional intelligence, strategic management and different leadership styles. All the above topics were explained in full; the multifactor questionnaire was used to determine the leadership and management styles of principals within their schools. Information was gathered using three instruments, from a sample of seven principals (Leaders) and 150 educators (Raters). Firstly, a set of interview questions for the leaders was compiled, to determine their experience, management and leadership qualifications. This was to ascertain whether the performance of Grade 12 learners in their various schools is directly proportional to their qualifications. Secondly, the multifactor Leadership Questionnaires, which were completed by the leaders (principals), were used to determine leadership and management styles of leaders in the respective schools. The principal rated himself or herself to determine the kind of a leader or manager he or she is, by answering a set of closed questions. Thirdly, the multifactor Rater Questionnaires, which were completed by the raters (Educators and School Management Team), were used to determine leadership and management styles of leaders in the respective schools. The educators rated their principal to determine the kind of a leader he or she was, by answering a set of closed questions.

M.Ed. (Educational Management) / Please refer to full text to view abstract

M.A. (Information & Knowledge Management) / Please refer to full text to view abstract

Bibliography: pages 85-87. / A simplified cohort survival analysis was used to investigate the academic progression of first-time entering undergraduate students within four large bachelors' degree programmes at the University of Cape Town. The rates of graduation, academic exclusion and voluntary drop-out were quantified in relation to the matriculation authorities and prior matriculation performance of the students within each of the four cohorts. The results of the analyses served to identify specific areas of concern with regard to the internal efficiencies in student progression through each of the four degree programmes, and it is suggested that the availability of information of this type will be essential in the attainment of the institutional transformation goals set out in the 1997 White Paper on the transformation of higher education in South Africa. Significant relationships between the matriculation criteria and the final academic outcomes of students within each cohort were detected using log-near modelling. By means of multiple discriminant analysis, significant predictor variables of the final undergraduate academic outcomes within each cohort were identified. However, the relatively weak discriminatory powers of the multiple discriminant models and the poor predictive accuracy of the associated classification functions suggest the variables included in these analyses did not adequately explain the variability in the final undergraduate academic outcomes of students within the selected cohorts. The extent of the voluntary drop-out phenomenon within each of the cohorts was quantified in relation to matriculation criteria, and further analysis of the cohorts indicated that factors other than academic difficulty appeared to have prompted the greater proportion of the voluntary withdrawals. Those students who had dropped out voluntarily were therefore not included in either the log-linear models or the multiple discriminant analyses.