Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoured to explore and describe not only the learner portfolio as an authentic assessment instrument, but to establish the current perceptions, comprehension and experience of teachers in the Social Sciences learning area (Intermediate Phase) regarding its application. To answer the research question, and to make a logical link to the purpose of this study, the researcher executed a qualitative research study from an interpretative research paradigm. The researcher implemented multiple sources (interviews, document analysis and questionnaires) to generate data. In the course of the study a number of steps were taken to ensure the validity and reliability of the data, and to pay attention to the ethical aspects that surfaced during the research. In the literature study, extending over two chapters, the theoretical foundation of the study, consisting of assessment as a broad concept in outcomes-based education (OBE) and the learner portfolio as an authentic assessment instrument, is described. The study concludes that at present teachers are not equipped with an extensive knowledge of assessment, and have only a superficial knowledge of the structure, purpose and management of the learner portfolio and the benefits offered. It appear that teachers have relatively limited experience of utilising the learner portfolio as an assessment instrument, and the results of the study indicate that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and final results of learners’ activities. They do not indicate development and growth over a given period, so that the expected learning outcomes are not realised. It is clear that the utilisation of the learner portfolio as an alternative assessment instrument is imperative in the South African education system, but that it do not achieve its purpose in the context of this specific study. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die benutting van die leerderportefeulje in die leerarea Sosiale Wetenskappe as ‘n alternatiewe, outentieke assesseringsinstrument om die prestasies, vordering en groei van leerders in verhouding tot die verwagte leeruitkomste te demonstreer. Die leerderportefeulje is ‘n meer kwalitatiewe en geldige alternatief tot tradisionele ‘pen-enpapier’- toetsing, omdat die portefeulje ‘n meer omvattende beeld van leerders se prestasies, vordering en groei verskaf. Die leerderportefeulje as ‘n outentieke assesseringsinstrument word verken en beskryf, en die persepsies, begrip en ervaring rondom die benutting daarvan deur onderwysers wat by die onderrig van die leerarea Sosiale Wetenskappe in die Intermediêre Fase betrokke is, word ondersoek. Om die navorsingsvraag te beantwoord en logies by die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretatiewe navorsingsparadigma onderneem. Daar is gebruik gemaak van veelvuldige bronne (onderhoude, dokument-analise en vraelyste) om data te genereer. Verskillende stappe is gedoen om die geldigheid en betroubaarheid van die data te verseker en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. In die literatuurstudie, wat oor twee hoofstukke strek, word assessering as breë konsep binne uitkomsgebaseerde onderwys (UGO) beskryf, en die leerderportefeulje as ‘n outentieke assesseringsinstrument ondersoek. Daar is bevind dat onderwysers tans nie oor voldoende kennis van assessering beskik nie, en ‘n oppervlakkige kennis van die struktuur, doel en bestuur, asook van die voordele verbonde aan die leerderportefeulje openbaar. Dit blyk ook dat onderwysers relatief min ervaring het in die aanwending van die leerderportefeulje as ‘n assesseringsinstrument. Uit die beskrywing van die resultate is dit duidelik dat die leerderportefeulje as ‘n assesseringsinstrument nie tot sy reg kom nie. Leerderportefeuljes vertoon bloot die beste, finale werkprodukte van die leerders se leer. Dit demonstreer nie die leerders se ontwikkeling en groei oor ‘n gegewe tydperk nie, en die verwagte leeruitkomste word dus nie gerealiseer nie. Uit die studie is dit duidelik dat die benutting van leerderportefeuljes as ‘n alternatiewe assesseringsinstrument in die Suid-Afrikaanse onderwysstelsel noodsaaklik is om leerdergroei en -ontwikkeling te monitor, maar dat dit binne die konteks van hierdie spesifieke studie, nie sy doel bereik nie.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment (CASS), is a formal and important part of the evaluation of South African learners. The weight attached to CASS varies according to the levels of grades. More importantly, it is only in Grade 12 that CASS marks of all the learning areas or subjects are combined with external summative assessment marks for a decision of awarding a National Senior Certificate. Continuous assessment (CASS) is formative in nature. This implies that learners receive feedback on their performance throughout the year. The feedback learners receive ought to prepare them well for the external summative assessment. If learners have been prepared well for the external summative assessment, we would expect their marks to be consistent with their level of achievement in CASS. However, according to the Department of Education (2003c), having witnessed the first year of CASS implementation in 2001, both national and provincial examination authorities realised that the implementation of CASS was problematic in certain schools. In the analysis of the 2001 and 2002 Senior Certificate examination results by the South African Certification Council (SAFCERT), huge discrepancies were found in certain schools between the raw CASS marks and the adjusted examination marks of the same learners in a number of subjects. The SAFCERT reported that in 2001 a total of 10 182 examination centres supplied CASS marks that were more than 20% above the adjusted examination marks. This document-based study examines the extent of the discrepancies between learners’ CASS marks and the marks they obtained in external summative assessment. It also tentatively suggests possible reasons for the discrepancies. To this end, this study compares scores for CASS marks of English First Additional Language (ENGFAL) to scores for the same learners in the external summative assessment. The documents recording learners’ CASS marks come from four schools in Ilembe District, KwaZulu-Natal. Although my mini thesis focuses on the extent of the discrepancy, my analysis also makes some initial suggestions of some possible reasons for the discrepancies between CASS and external summative assessment marks. These tentative reasons are a lack of teacher knowledge in administering CASS; large classes; the demanding administrative load of teachers; an interest in passing as many learners as possible; not wanting to create tension, especially within small, close-knit communities; and in many cases, generally dysfunctional schools. My main suggestions for addressing the problem of discrepancies include: providing better in-service training for teachers in regard to their knowledge of subject content and assessment practices; making available to teachers an item bank with samples of assessment questions and tasks; encouraging teachers to become active participants of professional teacher organisations; encouraging greater parental participation in informal assessment; and by establishing assessment committees in schools. In addition, the government could appoint more teachers to reduce overcrowded schools and classrooms, fund the establishment of functional libraries, promote and monitor English as a medium of instruction from as early as the Intermediate Phase. / AFRIKAANSE OPSOMMING: ’n Ondersoek van die Teenstrydighede by Punte vir Deurlopende Evaluering en Eksterne Summatiewe Assessering by Engels Eerste Addisionele Taal in Graad12 Deurlopende evaluering (DE) is ʼn formele en belangrike aspek by die evaluering van Suid-Afrikaanse leerders. Die gewig wat aan DE toegeken word, varieer na gelang van die vlakke van die onderskeie grade. Dit is belangrik om daarop te let dat die DE-punte net in Graad 12 by al die leer areas of vakke gekombineer word met eksterne summatiewe assesseringspunte om die toekenning van ʼn Nasionale Senior Sertifikaat te bepaal. Deurlopende evaluering (DE) is formatief van aard. Dit beteken dat leerders gedurende die jaar deurlopend terugvoer ontvang oor hul prestasie. Die terugvoer wat hulle ontvang, is veronderstel om leerders deeglik voor te berei vir die eksterne summatiewe assessering. Indien leerders deeglik voorberei is vir die eksterne summatiewe assessering, sou verwag kan word dat die punt wat hulle behaal by die eksterne summatiewe assessering ooreenstem met die vlak van hul prestasie by DE. Volgens die Departement van Onderwys (2003c) is daar egter na die eerste jaar van die implementering van DE in 2001 deur beide die nasionale en provinsiale eksamenowerhede tot die gevolgtrekking gekom dat die implementering van DE in sommige skole probleme skep. By die analise van die 2001- en 2002-uitslae van die Senior Sertifikaat eksamen deur SAFCERT is groot teenstrydighede by sommige skole opgemerk tussen die onverwerkte DE-punte en die aangepaste eksamen punte van dieselfde leerders in ʼn aantal vakke. SAFCERT het verslag gedoen dat ʼn totaal van 10 182 eksamen sentra in 2001DE-punte verskaf het wat 20% hoër was as die aangepaste eksamen punte. Die doel van hierdie studie is om die omvang van die teenstrydigheid tussen die punte wat leerders tydens DE behaal het en die punte wat hulle in eksterne summatiewe assessering behaal het, te ondersoek. Die studie sal ook tentatiewe voorstelle maak oor die redes vir die teenstrydigheid. Om dit te kan doen, sal ek die DE-uitslae en die uitslae van die eksterne summatiewe assessering van dieselfde leerders vir Engels Eerste Addisionele Taal vergelyk. Die leerders is afkomstig van vier skole in die IIembe Distrik, KwaZulu-Natal. Alhoewel my minitese op die omvang van die teenstrydigheid fokus, bied my analise ‘n paar moontlike oorsake vir die afwyking tussen DE-punte en eksterne summatiewe assessering aan. Dit kan tentatief toegeskryf word aan: ʼn gebrek aan kennis by onderwysers oor die toepassing van DE, groot klasse, die veeleisende administratiewe las op onderwysers, die strewe om soveel as moontlik leerders te laat slaag om nie spanning veral in klein geslote gemeenskappe te veroorsaak nie en oor die algemeen in baie gevalle bloot disfunksionele skole. My belangrikste voorstelle om die probleem van teenstrydighede aan te spreek, is om meer insette aan onderwysers te voorsien om sodoende hul kennis van vakinhoud en assesseringspraktyke uit te brei, om ʼn item bank met voorbeelde van assesseringsvrae en -take beskikbaar te maak, om onderwysers aan te moedig om aktief deel te neem aan professionele onderwyser organisasies, en om groter ouerbetrokkenheid aan te moedig by informele assessering om assesserings komitees in skole tot stand te bring. In aansluiting hierby moet die regering meer onderwysers aanstel om die oorbevolking in skole aan te spreek, die instel van funksionele biblioteke befonds en Engels as ʼn medium van onderrig van so vroeg as die Intermediêre Fase bevorder en monitor.

The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.

M.Ed. / The literature study cleary revealed that the continuous interaction of human beings with their environment is beneficial both to the environment and to human beings, but with a price attached which has to be paid by the environment. The price paid is evident in the environmental problems with which the world is currently faced. The environmental crisis is characterised by an increase in the human population which is threatening the earth at an alarming rate and which leads in turn to soil erosion, air and water pollution and the application of destructive pressure on resources. The habitats of natural life forms are currently in the process of disappearing and certain species have already become extinct (Smith, Carlson, Masters & Donaldson, s.a.:3). UNESCO-UNEP (1988:25/30/31) corroborated the above by indicating that the primary problem involved in respect of all environmental problems is the population explosion, which places more pressure on resources (plants, animals, energy, water, soil and air). The interaction of human beings with nature has, in fact, entailed certain advantages for nature, but at the same time has also created new problems which have plunged the environment into a crisis. There is ample proof to be found in literature that an environmental crisis has been identified and that possible solutions to the problem have been found. The call to action culminated in 1972 in the Stockholm Conference, which was attended by world government structures. The outcome of this was the Belgrade Charter of 1975. Subsequently, the awakening of environmental awareness reached a catalytic phase in 1977 with the Tbilisie Conference which laid the foundation for the establishment fo principles, objectives and aims for Environmental Education. The central role which should be played by the educationist in this connection, is clearly outlined: Agenda 21 (Chapter 36): "...education is critical for the promotion of sustained development" (EEP1, 1995b:12). In every respect, South Africa forms part of this international environmental issue. The fact that this is, in fact, generally realised is evident in the White Paper on Environmental Education of 1989, which was a result of the meeting on Environmental Education at Treverton College, Mooi River. The term Environmental Education is now recognised as a full-fledged concept in its own right in formal education (White Paper on Education and Training (1995:20); the Reconstruction and Development Programme (RDP) document (1994); the International Development Research Centre (IDRC) document (1994:6); and the Committee on teacher eduction policy [norms and standards for teacher education] (Cotep) document (1995:41)), as quoted by Joubert & S teen kamp (1995:26/27). In this way, the problem of the community has also become the problem of the school curricula. It should therefore be accepted that schools should accord a high priority to environmentally-related problems in the community. The central role played by the teacher in environmental awareness is corroborated by various documents and writers. Two quotations will suffice in this connection: The Brutland report of 1987 states the problem as follows: '... the world's teachers ... have a crucial role to play in helping to bring about the extensive social changes needed for sustainable development" (EEPI, 1995b:12). Knapp (1975:209), as quoted by Raath (1994:4) states in this connection: Teachers and students alike can teach a lot about care and respect for the environment. They can also teach disregard and destruction of the earth": In this study, the status of the knowledge of aspirant teachers was revealed in respect of six environmental issues, namely, overpopulation, air pollution, water, soil, and plant and animal species. The relationship between factors such as external responsibility, restriction on individuals and responsibility for environmental education were also investigated. The respondents were comprised of aspirant teachers (final-year student teachers) of three South African Universities, namely the Rand Afrikaans University, the University of the Orange Free State and Vista (Free State) in the following study fields: Languages, Mathematics, Humanities, Economics and Physical Sciences, as well as other fields.

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Traditionally the success of learners in South Africa was based on one examination. The education depended on memorization, at the expense of other important skills such as critical thinking, problem solving and analysis. The modern working situation requires learners with critical thinking skills who can solve problems. Traditionally learners were seen as ‘empty vessels’ and their existing knowledge was not considered. The traditional assessment methods were not good enough to give teachers the information they needed to know about the learner. The education therefore requires reconstruction. In 1997, education in South Africa experienced a paradigm shift with the introduction of Curriculum 2005 and Outcomes-Based Education (OBE). The education system has been systematically reconstructed since then. In 2001, Curriculum 2005 was implemented in the senior phase. Along with this paradigm shift came a change in learner assessment. The Further Education and Training band will only be influenced by the curriculum in 2004, but since 1996, teachers have been instructed to assess learners continuously. The Institute for Mathematics and Science Teaching of the University of Stellenbosch (IMSTUS) was contracted in 2000 to implement continuous assessment (CASS) in Mathematics in Grade 10 – 12 in the Northern Cape. The project is known as the CASS project. One of the aims of this project is to motivate teachers to implement the new guidelines of the Northern Cape Education department for continuous assessment. The research is firstly an empirical investigation of the perceptions of teachers in the IMSTUS project being conducted in the Northern Cape on continuous assessment. Secondly, it is an investigation to determine whether teachers are convinced that alternative/formative assessment can improve teaching and learning. It focuses on whether continuous assessment is regarded by teachers as an educational tool or a bureaucratic process. A questionnaire was given to teachers who participated in this project. The questionnaire consisted of questions on teachers’ perceptions on continuous assessment, the rationale for assessment, how assessment and feedback can be done, and the equity in the assessment of Mathematics. There were 34 questionnaires of which 31 (91%) were returned. Twenty-three of the responses were from schools in the Kimberley district, while the other 8 were from the De Aar district. The participating schools were from traditional advantaged, as well as disadvantaged communities. The conclusions of the research are that the participating teachers have the following perceptions on continuous assessment: 1. Continuous assessment is used for: • grading purposes and for year marks, in other words for bureaucratic purposes; • the improvement of teaching, learning, and for diagnostic purposes, to identify learners’ misconceptions and strengths -in other words, it can also be used for educational purposes. 2. The process of continuous assessment does not reflect learners’ real mathematical potential. 3. Some respondents were of the opinion that the process of continuous assessment does however reflect learners’ real mathematical potential. 4. Continuous assessment is time-consuming. 5. Continuous assessment must be systematical. The way in which teachers implement continuous assessment testifies to a summative process, although they in a way learners formative assess. This does not improve formative assessment and therefore is it exclusively a bureaucratic process. / AFRIKAANSE OPSOMMING: Die sukses van leerders in Suid-Afrika het tradisioneel op ’n eenmalige eksamen berus. Die onderwys was te lank op memorisering geskoei, ten koste van ander belangrike vaardighede soos kritiese denke, probleemoplossing en analisering. Die hedendaagse werksomstandighede vereis leerders wat krities kan dink en wat probleemoplossings kan hanteer. Tradisioneel is leerders se bestaande kennis nie in ag geneem nie en die tradisionele assesseringmetodes het onderwysers nie genoeg informasie gegee wat hulle van die leerders moet weet nie. Die onderwys verg dus rekonstruksie. In 1997 het onderwys in Suid-Afrika ’n paradigmaverskuiwing ondergaan met die invoering van Kurrikulum 2005 en Uitkomsgebaseerde Onderwys (UGO). Die onderwys is stelselmatig gerekonstrueer en Kurrikulum 2005 is in 2001 in die senior fase geïmplementeer. Hierdie kurrikulumverandering bring ook ’n verandering in assessering mee. Die Voortgesette Onderwys en Opleidingbaan sal eers in 2004 deur die Kurrikulum beïnvloed word, maar onderwysers moet reeds sedert 1996 leerders deurlopend assesseer. Die Instituut vir Wiskunde en Wetenskaponderwys van die Universiteit van Stellenbosch (IWWOUS) is in 2000 gekontrakteer om deurlopende assessering (DASS) in Wiskunde in Graad 10 - 12 in die Noord-Kaap te implementeer. Die projek staan bekend as die DASS-projek. Een van die doelstellings van hierdie projek was om onderwysers te motiveer om die Noord-Kaap Onderwysdepartement se nuwe riglyne vir deurlopende assessering te implementeer. Die navorsing is eerstens ’n empiriese ondersoek na die persepsies wat die onderwysers in die IWWOUS-projek in die Noord-Kaap oor deurlopende assessering het. Tweedens is dit ’n ondersoek of onderwysers oortuig is dat alternatiewe/formatiewe assesssering onderrig en leer kan bevorder. Dit fokus of deurlopende assessering ’n opvoedkundige of burokratiese proses vir hierdie onderwysers is. ’n Vraelys is aan onderwysers, betrokke by die projek, gegee. Die vraelys het vrae bevat oor onderwysers se persepsies oor deurlopende assessering, die rasionaal vir assessering, hoe assessering en terugvoering gedoen word en gelykberegtiging in die assessering van Wiskunde. Daar is 34 vraelyste versprei waarvan 31 (91%) terugbesorg was. 23 van die vraelyste was van skole in die Kimberley-streek, terwyl die ander 8 vraelyste in die De Aar-streek was. Die deelnemende skole kom uit die tradisioneel bevoordeelde sowel as benadeelde gemeenskappe. Onderhoude is met 10 onderwysers in die Kimberley-streek en 2 onderwysers in die De Aar-streek gevoer. Die bevindinge van die navorsing is dat die deelnemende onderwysers die volgende persepsies oor deurlopende assessering het : 1. Deurlopende assessering word gebruik vir • bevorderingsdoeleindes en vir jaarpunte, met ander woorde vir burokratiese doeleindes; • die verbetering van onderrig en leer en diagnostiese doeleindes om leerders se wankonsepte en sterkpunte te identifiseer. Deurlopende assessering word dus ook vir opvoedkundige doeleindes gebruik. 2. Die proses van deurlopende assessering weerspieël nie leerders se werklike wiskundige vermoëns nie. 3. Die proses van deurlopende assessering weerspieël ook leerders se wiskundige vermoëns. 4. Deurlopende assessering is tydrowend. 5. Deurlopende assessering moet sistematies wees. Deurlopende assessering soos deur hierdie onderwysers geïmplementeer, is ’n summatiewe proses, alhoewel hulle tog in ’n mate hulle leerders formatief assesseer. Dit verbeter egter nie formatiewe assessering nie en daarom is dit uitsluitlik ’n burokratiese proses.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The final school examination is the gateway to higher education (HE) in most countries. Many students are however ill-prepared for HE because of a lack of quality education. Internationally, alternative access programmes are offered to address this problem. SciMathUS is the Science and Mathematics bridging programme at Stellenbosch University with the aim to allow educationally disadvantaged students whose Grade 12 results are below the standard entrance scores for admittance to HE, a second chance to improve their scores in Mathematics and Physical Sciences and then reapply for HE. SciMathUS follows a hybrid Problem-based Learning (PBL) philosophy, encouraging students to take responsibility for their own learning. While it is expected that performance in the final school examination correlates with performance in HE, this is questioned in the case of students who do not have access to good education and, as a result thereof, leave school with poor to low results. With the high demand for HE internationally, identifying students with the potential to succeed is however a huge challenge. Alternative measurements have been and are being considered and researched. The focus of this quantitative research is to determine whether Grade 12 results (Mathematics and Physical Sciences) and Stellenbosch University Access Test (AT) results could predict success in HE for students who first attended a bridging programme. Success was defined quantitatively and measured by the results obtained at the end of their first year in HE. Quantitative techniques were used to analyse the possible relationships between the different variables. The findings were that SciMathUS students managed to improve their Grade 12 Mathematics and Physical Sciences and AT significantly after attending the bridging programme. These results allowed them to participate in HE. No correlation could, however, be found between their NSC results or the AT results and their performance in HE. In spite of this, more than 40% of the students in this group passed their first year in HE with an average of more than 50%. Another almost 40% obtained between 30% and 50% and were therefore allowed to continue with their studies. In three faculties at Stellenbosch University, the former bridging programme students performed on par with their peers from the same schools who enrolled in HE directly after school. / AFRIKAANSE OPSOMMING: Die finale skooleksamen bied internasionaal toegang tot hoër onderwys. As gevolg van ʼn gebrek aan goeie skoolopleiding, is baie studente egter nie voldoende voorbereid vir hoër onderwysstudies nie. Om hierdie probleem aan te spreek, het alternatiewe toegangsprogramme ontstaan. SciMathUS is die Wiskunde- en Wetenskapoorbruggingsprogram by Stellenbosch Universiteit. Die program bied aan opvoedkundigbenadeelde studente, wie se Graad 12-punte nie voldoende is om toegang tot hoër onderwys te kry nie, ʼn tweede kans om hul punte in Wiskunde en Fisiese Wetenskappe te verbeter. Met hierdie nuwe uitslae kan hulle dan weer aansoek doen vir toelating. SciMathUS volg ʼn hibriede probleem-gebaseerde leerbenadering wat onder meer daarop gemik is om die studente aan te moedig om self verantwoordelikheid vir hul eie leer te aanvaar. Die verwagting is dat daar ʼn korrelasie sal bestaan tussen skooluitslae en prestasie in hoër onderwys. Dit word egter bevraagteken vir studente wat nie toegang tot goeie skoolopleiding gehad het nie en as gevolg daarvan swak presteer in die finale skooleksamen. Omdat meer studente tot hoër onderwys wil toetree, raak dit toenemend belangrik om die studente met potensiaal te kan identifiseer. Alternatiewe meetinstrumente word dus geruime tyd al oorweeg en nagevors. Dit is ook die fokus van hierdie kwantitatiewe studie: om te bepaal of Graad 12 uitslae (in Wiskunde en Fisiese Wetenskappe) en die uitslae van die toegangstoetse van die Universiteit van Stellenbosch gebruik kan word om sukses van studente wat eers die SciMathUS oorbruggingskursus bygewoon het, in hoër onderwys te kan voorspel. Vir hierdie studie word sukses kwantitatief gedefinieer en gemeet aan die student se gemiddelde persentasie wat aan die einde van hul eerstejaar in hoër onderwys behaal het. Statistiese analises is gebruik om die moontlike korrelasies tussen die verskillende veranderlikes te bepaal. Die bevindinge van hierdie studie is dat die SciMathUS-studente se Graad 12 Wiskunde en Fisiese Wetenskappe uitslae en toegangstoetsuitslae noemenswaardig verbeter het nadat hulle die program gevolg het. Hierdie uitslae het hulle toegelaat om toegang te kry tot hoër onderwys. Geen korrelasie is egter tussen die Nasionale Senior Sertifikaatuitslae of die toegangstoetsuitslae en prestasie in hoër onderwys gevind nie. Ten spyte daarvan het meer as 40% van die studente in die groep hul eerstejaar met ʼn gemiddelde persentasie van meer as 50% geslaag. Ongeveer nog 40% van die studente het tussen 30% en 50% behaal en is dus toegelaat om met hul studies te kon voortgaan. In drie fakulteite by Stellenbosch Universiteit het die voormalige brugprogramstudente net so goed gevaar soos die studente wat dieselfde skole as hulle bygewoon het maar direk na skool by Stellenbosch Universiteit ingeskryf het.

<p>The purpose of this thesis was to evaluate success of an integrated newsletter assignment for first year Human Resource Management students as an authentic and meaningful form of assessment by tracing and deciphering the narratives of the role-players. The study also examined the role that the newsletter can play regarding experiential learning, which is an essential component of teaching and learning at technikons in South Africa.</p>

This study explored the way in which teachers use formative assessment in an “underperforming” school. Specifically, the study was designed to examine which of the types of feedback that teachers provide in formative tasks best improves engagement for learning in the school chosen for investigation, since the lack of effective feedback for learning was identified as a possible reason for the poor performance of the grade 7 learners in the National Assessment and Common Examinations. Written feedback in Mathematics and English was evaluated by analysing comments and rated them according to criteria in a rubric which had been designed for the purpose. Three books from each of three classes (9 books), one from a strong, average and weak learner, were examined over a period of three months. Verbal feedback, as being indicative of feedback given on a day-to-day basis, given during grade 7 Mathematics and grade 7 English classes, was analysed by rating criteria which would indicate an ideal learning environment on a four point Likert scale, after classroom observation. I found that learners were not adequately engaged into tasks or required to use critical thinking which would promote deep learning. The teachers of these classes were taught to use an interactive classroom response system (CRS), and classes were observed again to investigate whether use of the technology had created opportunities for meaningful engagement to enhance learning. The mathematics class was observed prior to an intervention in which a university lecturer, who had used the system extensively, explained how the system should be used pedagogically to promote critical engagement, and an English class was observed post-intervention. It was found in English classes observed (post-intervention) that learners were far more engaged and encouraged to think critically because they were given a chance to justify their answers or reasoning.. This was in contrast to the mathematics classes observed (before intervention), where the technology had increased engagement but had not increased critical thinking because learners were not given an opportunity to justify their answers. Learners were interviewed to establish their opinions about the different types of feedback received in their learning environment. In this respect, their responses were evaluated in the context of how they felt the feedback received encouraged them and promoted engagement. Thereafter the different modes of feedback were compared and evaluated to explore which could best improve engagement for learning. Teachers were also interviewed to ascertain their opinions on teaching, learning and assessment, both in general and in this school environment, and the factors influencing the time taken for teachers to provide written feedback to their learners, as well as the factors influencing the level of feedback that teachers provide in formative assessment tasks was probed. The study led to the conclusion that in this school, the conception of the value of x feedback has had to be reconsidered by both learners and teachers so that both parties recognise that it is not whether a response is correct or not that carries the most value, but rather the ability to provide a justifiable or defendable response which encourages deep learning. Therefore, this study established that feedback through any medium can enhance learning if it encourages learners to reason or to think more carefully about concepts and ideas. The interactive classroom technology has changed perceptions of learning in some of the classrooms in the school examined as it enables learning to takes place in a manner that incorporates formative assessment, effective feedback, and promotes social constructivism.

The assessment procedures utilized in the Department of Biomedical Technology at Mangosuthu Technikon were critically reviewed. This revealed a rather narrow approach with an emphasis on traditional assessment methods such as tests and examinations that provide limited feedback that does not necessarily determine whether learning has taken place. This study was prompted by the realization that the existing traditional methods of assessment promote or encourage a surface approach to learning which makes it difficult for the students to transfer the theoretical knowledge that they have attained into the practical performance that is required in the workplace. The study was conducted over a period of four years using an action research approach, which revolved mainly around the use of the existing assessment methods and an evaluation of the participants’ perceptions regarding the introduction of portfolio assessment in the Department of Biomedical Technology at Mangosuthu Technikon. During the study a group of students in the Department of Chemical Pathology was exposed to an in-course portfolio assessment as well as an experiential training portfolio assessment. A number of variables in the in-course portfolio assessment was tested. These variables were related to the concerns raised in the workplace. The introduction of the in-course portfolio showed some improvement in the way students performed their basic duties in 2005. The 2006 group of students was not exposed to the in-course portfolio assessment therefore this provided a better comparison of students by the employers. The study also involved the lecturers in the department who had different opinions regarding portfolio assessment. It was found that some of them supported the idea whereas others felt that the time allocated for lecturers’ duties did not permit them to introduce such a time-consuming assessment format. Employers involved in the study clearly indicated which areas or skills students needed to develop before they could come to the workplace for experiential training. However, the researcher concluded that some of those skills could be accumulated with further years of work experience. The study revealed that a significant portion of the students realized that, by integrating assessment in the learning process, they are able to be more critical of their own work, thereby putting more effort into understanding what they learn through the use of formative assessment. This in turn should pave the way for students to understand that learning is no longer teacher-centred, but learner-centred. This approach means that they are expected to work in more reflective and independent ways in the future. The study highlighted a number of issues that need to be addressed in assessment strategies. The lecturers were accustomed to assessment system that was time-efficient and yielded the scores required by the system. However, the way this assessment system related to learning was not so clear to either lecturers or students. Particularly, students felt that a mark did not necessarily reflect what they knew about the subject matter. They argued that if the same subject content had been assessed in other ways, a different performance outcome might have been achieved. This means that the actual awarding of marks is an intimidating process for some students and that ways should be found to render assessment less intimidating or threatening. A critical finding of the study is that assessment requires not only a high level of critical reflection, but also active engagement and discipline-specific knowledge by the lecturers to make the necessary changes for an assessment method where students’ learning is the centre of focus. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

<p>The purpose of this thesis was to evaluate success of an integrated newsletter assignment for first year Human Resource Management students as an authentic and meaningful form of assessment by tracing and deciphering the narratives of the role-players. The study also examined the role that the newsletter can play regarding experiential learning, which is an essential component of teaching and learning at technikons in South Africa.</p>