The new South Africa is encouraging multilingualism. The Department of Education has given a mandate to promote African languages. The Department of Higher Education came up with higher education language policy in 2002. All the higher education institutions have to choose indigenous languages to promote. Tshwane University of Technology has decided to promote Setswana and siSwati as their primary and secondary languages, respectively, to be used within the university. This study is about assessing the implementation of the Tshwane University of Technology’s language Policy. The researcher uses mixed methods to conduct the research. A survey and observation were used as tools to collect data. The researcher observed the implementation of the language policy at Tshwane University of Technology (Soshanguve Campus). The researcher also reviewed the language policies for Higher education and the Tshwane University of Technology’s language policy. The signage, marketing tools, billboards, directions and university documents were observed. This research was based on promoting the indigenous languages. From the data collected, Setswana is not used to convey the message within the university; therefore the indigenous languages are not yet implemented or promoted / African Languages / M.A. (African Languages)

This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculations were explored. Furthermore, the differences between the assessment of problem-solving calculations using online MCQs without immediate formative feedback, and with immediate formative feedback and the granting of partial credit were analysed. The findings revealed that students’ marks were lower when answering problem-solving calculations using online MCQs without immediate formative feedback than when answering the same questions using CRQs. This clearly indicates that using online MCQs without immediate formative feedback is not effective in assessing scientific problem-solving calculations. Alternatively, online MCQs proved effective in assessing problem-solving calculations when immediate formative feedback and partial credit were employed. The statistical analysis showed that students performed significantly better when immediate formative feedback was given and partial credit was granted for correct second or third attempts. This was due to online MCQs utilising immediate formative feedback, which made it possible to grant partial credit when students chose the correct answers after feedback. This showed that online MCQs with immediate formative feedback and partial credit being granted can be an effective assessment tool for scientific problem-solving calculations. It increases performance and supports learning from assessment. Students can thus correct their calculations whilst in the process of doing them. / Science and Technology Education / M. Ed. (Science Education)