The purpose of this research is to conduct an evaluation of the return on investment value of Employee Assistance Programmes within the South African context. Assistance to employees originated from the 19th century. The term Employee Assistance Programmes was however formulated in the 1970’s in the United States. The Employee Assistance field has since seen a paradigm shift in its focus, significant growth in its market value (amount of corporate clients internationally investing in EAPs for their employees), the establishment of a regulatory and ethical body through EAPA and its formalization as an academic discipline. This study takes the concept of return on investment value of EAPs further than the ratio of benefit-to-cost. The utilization of different data sources, inclusive of quantitative and qualitative instruments creates an opportunity to explore areas of value perception of different role players in the field. It furthermore maps the subjective and objective experience of behaviour change resulting from personal problems and the journey of change as a result of focused interventions. The consistency of views across different datasources as well as between different industries strengthens the value add claims of EAPs as contributing to the financial bottom line of companies. This study advocates for the importance of programme evaluation as a central part of EAP contracting. It furthermore also highlights the importance of documentation of employee performance for evaluation purposes. It illustrates a journey that can be complicated by the failure to agree to evaluative terms at program inception as well as unstructured data-capturing within companies. Employee behaviour consists of both computable and incomputable elements. Generally the focus of a return on investment study would be the computable components of human behaviour. This investigation however highlights significant elements of risk relating to employee performance challenges that is not easy to include in a ROI but holds significant financial and reputational risks for corporate clients. The influence of individual performance challenges on teams and the challenges it holds for line managers is also highlighted through the qualitative journey of this study. Employee behaviour seems vulnerable to internal and external forces and as a result companies’ productivity can be affected by how individual employees respond to these forces. It could be accepted that interventions that is aimed at stabilising and improving employee behaviour, will inevitably impact work performance and as a result the financial bottom-line of the company. Employee Assistance Programmes often operates in an arena where other programmes aimed at impacting employee behaviour are also present. It is thus difficult to isolate it’s intervention as being one of the main behaviour changing facilitators of the company. This study acknowledges this challenge and changes focus to different data-sources reporting on employee behaviour before and after EAP intervention. The consistency of data across these different data-sources becomes one of the main reporting areas for this study. Eventually the challenges encountered in this study guides the advocacy in the recommendations for a thorough agreement of programme evaluation at inception, the areas that will be included in such evaluations, the availability of Human Resource data to ensure effective evaluation inclusive of ROI assessments, targeted assessments at service provider level with effective software support. / Thesis (DPhil)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar disabling factors at other South African tertiary institutions, which were barriers to long-term implementation of e-assessment. Despite this, academics who are adopters of e-assessment indicate satisfaction, particularly when conducting assessments with large classes. Questions of the multiple choice genre can be assessed automatically, leading to increased productivity and more frequent assessments. The purpose of this research is to develop an evaluation framework to assist academics in determining which e-assessment tool to adopt, enabling them to make more informed decisions. Such a framework would also support evaluation of existing e-assessment systems. The underlying research design is action research, which supported an iterative series of studies for developing, evaluating, applying, refining, and validating the SEAT (Selecting and Evaluating an e-Assessment Tool) Evaluation Framework and subsequently an interactive electronic version, e-SEAT. Phase 1 of the action research comprised Studies 1 to 3, which established the nature, context and extent of adoption of e-assessment. This set the foundation for development of SEAT in Phase 2. During Studies 4 to 6 in Phase 2, a rigorous sequence of evaluation and application facilitated the transition from the manual SEAT Framework to the electronic evaluation instrument, e-SEAT, and its further evolution. This research resulted in both a theoretical contribution (SEAT) and a practical contribution (e-SEAT). The findings of the action research contributed, along with the literature, to the categories and criteria in the framework, which in turn, contributed to the bodies of knowledge on MCQs and e-assessment. The final e-SEAT version, the ultimate product of this action research, is presented in Appendix J1. For easier reference, the Appendices are included on a CD, attached to the back cover of this Thesis.. / Computing / PhD. (Information Systems)

No description available.

Syftet med denna undersökning är att synliggöra vilka former av arbets- och bedömningsmetoder som lärare väljer att använda sig av för att bedöma elevernas kunskaper och genom detta studera hur dessa kan betraktas som likvärdiga i ämnet samhällskunskap, årskurs 1-3. Syftet är även att synliggöra hur lärare som undervisar i ämnet, årskurs 1-3 uppfattar ramfaktorer, och ställa detta mot tidigare forskning huruvida faktorer kan påverka lärares förutsättningar att bedöma eleverna likvärdigt. I en enkätundersökning har lärare som undervisar i samhällskunskap, årskurs 1-3, svarat på frågor om bedömningsmetoder och vilka ramfaktorer de anser påverkar förutsättningar för bedömning. Lärare i undersökningen använder framförallt muntliga och skriftliga bedömningsmetoder, vilket indikerar på hög validitet och reliabilitet. Ramfaktorer som lärarna anser ha störst påverkan på deras möjlighet till att genomföra bedömningar är de pedagogiska- samt de administrativa ramarna. En likvärdig bedömning är svår att uppnå på grund av avsaknad av bedömningsstöd för årskurs 1-3. Lärarnas svar i undersökningen, gällande ursprungskälla av bedömningsmaterial samt användandet av bedömningsmatriser skiljer sig åt, vilket kan peka på skillnader av lärarnas tolkningar av styrdokumenten. / The purpose of this study is to highlight the forms of work- and assessment methods, that teachers choose to use to assess pupil’s knowledge and thereby study how these can be considered equivalent in the subject of social studies, grades 1-3. The purpose is also to make visible how teachers who teach the subject perceive framework factors, and set this against previous research on which factors affect teachers' ability to assess students equally. In a survey, teachers who teach in the grades 1-3 answered questions about assessment methods and which framework factors they consider to affect the conditions for assessment. The teachers mainly used oral- and written assessment methods, which indicates high validity and reliability. Framework factors that teachers consider to have the greatest impact on their ability to assess pupil’s are the pedagogical- and administrative frameworks. Equivalent assessment is difficult to achieve due to the lack of assessment support for grades 1-3. The teachers answers in the survey, that their source of assessment material and the use of assessment matrix differ, which may indicate differences in the teachers' interpretations of the governing documents.

Written summative online examinations are usually conducted virtually from remote locations (Bloh, 2006) and ofer various advantages and challenges like high fexibility, low travelling cost and lower climate impact due to less paper consumption (Alruwais et al., 2018; Guàrdia et al.,2017). But virtual methods will not necessarily simplify the examination process at universities (Broadfoot, 2016). Observations at Technische Universität Dresden (TUD) have shown that even with a high level of efort in creating summative e-assessment online, it is hardly possible to develop a widely accepted method for implementation of written online exams mostly because it is technically complicated and leaves not enough room for various didactical approaches. Summative e-assessment has been the exception before 2020 (Riedel & Möbius, 2018) and the rush to digitize written exams due to the pandemic leaves both students and teachers dissatisfed with the outcome of the many written online exam approaches (Handke & Schäfer, 2012). Research shows how socio-demographics infuence the success of e-assessment (Bahar & Asi, 2018) or address security issues for users (Uotinen et al., 2020). But there is no research so far on specifc technical limitations that infuence students’ performance in written online exams. This paper addresses that gap with a quantitative analysis of a survey of business and economics students at TUD in the winter semester 2020/2021, who were examined exclusively virtually due to the pandemic. With these fndings, new technical and didactical methods for the implementation of summative e-assessment can be developed. [Aus: Introduction]

Previous research shows that English teachers in Sweden struggle with the assessment of oral proficiency. The reasons for this are several but most of them have occurred in the gap between the intended and perceived curriculum. English teachers interpret the knowledge requirements within oral proficiency differently because of their pedagogical background and experience. This study investigates teachers’ interpretations of the intended presentation of interaction and fluency in the oral proficiency knowledge requirements. The study also investigates what methods and procedures the teachers use when assessing the two abilities and what views the teachers have on the syllabus and assessment support. Semi-structured interviews were organized with four different English teachers with extensive experience in teaching and assessing English in Sweden. The data from the interviews were analyzed through the use of qualitative content analysis in order to find potential links between results and earlier conducted research. The results suggest that the English teachers interpreted, valued, and assessed interaction and fluency differently in relation to the knowledge requirements. The teachers also promoted the knowledge requirements from the Oral National Test since these simplified the interpretation of aspects such as interaction and fluency. The teachers did not present the syllabus as poor or complex, but their exclusive use of Oral National Test knowledge requirements and assessment material suggested something else. Along with this result, all teachers criticized the assessment support that comes with the knowledge requirements in the syllabus. The assessment support was thus something several of the teachers mentioned as key along with the implementation of co-assessment for future reliability within oral proficiency assessment.

No description available.

In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public schools. Educator appraisal is receiving attention throughout the world as governments become aware of the need to examine educational provision critically to ensure that it is both relevant for and appropriate to, the needs of the youth. Before 1994, the appraisal of educators was mainly based on traditional approaches to evaluate their performance. For instance, it was the responsibility of the inspectors from the Department of Education (DoE) to evaluate the performance of educators in schools. Consequently, a great deal of criticism was levelled at this appraisal system such as the prevalence of political bias in the system, the unchecked power that the inspectors wielded, the incompetence of inspectors and irrelevance of some evaluation criteria and absence of contextual factors. After 1994, there was a paradigm shift from the traditional to the developmental approach to evaluate the performance of educators in public schools. That is, there was a need to develop educators through appropriate appraisal schemes with a view to enhancing their continued professional growth. Therefore, the present education system calls for a decentralised appraisal system, which places greater emphasis on the professional development of educators. Stakeholders such as educators and teacher unions have also made higher demands for improved educator evaluation and professional growth. In 1998, at the Education Labour Relations Council (ELRC), the Department of Education (DoE) agreed to introduce the Developmental Appraisal System (DAS) followed by the Whole-School Evaluation (WSE) in 2001. Both these policies were rejected by educators and their teacher unions since they regarded these appraisal systems as summative, judgmental and that failed to offer opportunities for further development. In August 2003, the DoE and the unions signed two collective agreements, which led to the Integrated Quality Management System (IQMS) and it was intended to integrate and strengthen various components of DAS, WSE and performance measurement (PM). The IQMS was first implemented in South African schools in 2005 with the aim of enhancing the continuing professional growth of educators. Furthermore, the National Department of Education (NDoE) introduced the National Policy Framework on Teacher Education and Development (NPFTED) in 2006. This policy aimed to equip educators to undertake their essential and demanding tasks and to enable them to enhance their professional competence and performance on a continuing basis. Even though the IQMS was introduced as a new system to evaluate the performance of educators and to enhance their professional growth, it does not actually serve its purpose since it is not properly implemented and monitored in schools. Instead of using it as a tool to enhance the professional growth of educators, its emphasis is on getting assessment scores, which are directly related to remuneration. As a result, the ultimate aim of professional development for educators is neglected. This means that the IQMS is regarded as a separate entity that is not linked to the continuing professional growth of educators and its developmental programmes are criticised for being traditional since they are only confined to class visits, which are conducted once or twice a year for PM purposes. Therefore, since the introduction of the IQMS in 2003 and its implementation in 2005 in South African schools, no empirical research has been conducted on the need to link appraisal to professional development in the IQMS in South African schools. The study conducted by Bisschoff and Mathye (2009) focusses on the advocacy of an appraisal system for teachers. Another study conducted by Dhlamini (2009) concentrates on the role of the IQMS to measure and improve teaching and learning in the South African further education and training (FET) sector. Furthermore, the study by Rabichund (2011) focusses on the assessment of the IQMS and its implications for whole school development. Furthermore, the study by Mahlaela (2011) investigates the IQMS as a transformational strategy for teacher development in South Africa. Accordingly, this study builds on these studies and it seeks to investigate how appraisal and professional development can be linked in the IQMS in South African schools. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis / This research is mainly concerned with determining whether the existing evaluation methods/measurement instruments used in Business Management at Technikon SA, are still suitable, adequate and acceptable enough for continued use, or whether there is a need for the introduction of alternative methods. The first objective in this research was to determine what the exact role and function of evaluation in the education process is. On the basis of literature, it was determined that evaluation, and by implication measurement, is a crucial component of the education process and that no real teaching or learning can occur without it. Second, an attempt was made to determine what the nature and extent of the shortcomings of the existing measurement instruments were. Also on the basis of literature it was found that there are numerous and serious disadvantages in the existing measurement instruments. Third, the researcher also attempted to determine whether any other (alternative) measurement instruments, in addition to the existing ones, were available. It was discovered that there are a variety of alternative evaluation/measurement instruments available. Fourth, the measurement instruments used in Business Management were analysed and compared to the Business Management curriculum objectives to determine whether they were indeed suitable for the subject. It was found that, although a positive correlation seems to exist between the measurement instruments and the curriculum objectives, there were certain definite shortcomings in the existing measurement instruments in terms of the realization of some of the curriculum objectives. Fifth, focus group interviews were used as a research method to get an understanding of the views of TSA learners on the aspect of evaluation and the methods/instruments currently used. Most of the participants expressed a need for more practical types of measurement/evaluation. However, many participants felt the written examination should not be abolished entirely, but be used in conjunction with other more practical methods. The research concluded with a number of recommendations based on the findings in this research. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)