The purpose of this study was to develop two valid and reliable alternative assessment tasks based on the United States Tennis Association (USTA) Schools Program Curriculum. These assessments might then be used to determine the effectiveness of the USTA Schools Program Curriculum as taught in selected schools. The two alternative assessment tasks developed for this study were based on the goals and objectives of the USTA Schools Program Curriculum. The first task required subjects to work in groups of three to create a video explaining and demonstrating basic tennis skills. The second task required subjects to work individually to develop a booklet of basic tennis skills. Scoring rubrics were also developed based on the goals and objectives of the USTA Schools Program Curriculum. The rubrics contained descriptions that would serve as the basis for judging subject products. Subject products were collected, coded, and then scored by trained raters. Raters were trained extensively in order to retain reliability. Three types of reliability methods (intra-rater, inter-rater, and subject) were used to determine the reliability of the assessment tasks, and they were analyzed by calculating rater agreement. A criterion score of .85 exact rater agreement was considered acceptable reliability. Two types of validity were determined as well. Construct validity was determined by analyzing the results of subjects' products to determine whether the data supported the hypothesis for this study. Content validity was determined by analyzing the response of a USTA professional concerning the content of the assessment tasks and rubrics. The results of this study supported the hypothesis that it was possible to develop valid and reliable alternative assessment tasks based on the United States Tennis Association Schools Program Curriculum. / Master of Science

The purpose of this study was to design, pilot, and evaluate three alternative assessments that measured fourth and fifth grade student's understanding of physical activity guidelines as contained in the Surgeon General's Report (USDHHS, 1996). The alternative assessments were: 1. designing a booklet for a peer named Homer, 2. creating a Video Tape Advertisement for students at another school; and 3. coding the perceived intensity level for one minute intervals at an active aerobic type station (Perceived Intensity Level Assessment Task). Four research questions guided the evaluation of the assessment tasks. They were: 1. Do students who have been taught the physical activity guidelines score differently on the alternative assessment than those who have not been taught the guidelines? 2. Do content experts agree that scores can be used to describe what students have learned (content validity)? 3. Do students find the assessment task worthwhile, enjoyable, and meaningful? 4. Is the alternative assessment prototype "feasible" for a teacher to administer in a regular physical education setting? Student score results, student self-reflections, and student interview data were used to evaluate the first and third research questions. Teacher interview data and Content Expert validity score results were used to analyze the second and fourth research questions. Results from this study indicated that the Homer Booklet Assessment Task discriminated between those students who were taught (experienced group) and those who were not taught (inexperienced group). Furthermore, both the Content Experts and the teacher found this assessment to have high content validity and found it to be feasible to use in a regular physical education setting. Although the students enjoyed the Homer Booklet Task they found it to be the least enjoyable of the three assessment tasks. In contrast, students enjoyed the Video Tape Advertisement Task best. Although this assessment task did discriminate between those who were taught and not taught there were a couple of problems with this assessment. The teacher and Content Experts found this task to have feasibility problems and scores did not discriminate for style. Finally, the Perceived Intensity Level Assessment Task did not discriminate between students who were taught and not taught. / Ph. D.

The purpose of this study was to examine two scaffolding methods on the performance of students in computer-based concept linking and retention of comprehension. After training and practice in concept mapping and CmapTools--a computer-based concept mapping program, 116 undergraduate students were randomly assigned to one of four treatment groups to work on a computer-based concept mapping task. Students in the no scaffolding (NS) group did not receive any scaffolding. Students in the linking phrase scaffolding (PS) group received linking words or phrases as scaffolding. Students in the articulation hint scaffolding (AS) group received a hint question as scaffolding, which asked them to elaborate on relationships between concepts in full sentences. Students in the linking phrase and articulation hint scaffolding (PAS) group received both scaffolding while working on the computer-based concept mapping task. One week after the treatment, students took a concept linking posttest, in which they constructed a concept map in CmapTools based on a web-based instruction on the human heart. After another week, they took another posttest on retention of comprehension about the heart. Two 2 X 2 factorial Analysis of Variance (ANOVA) were conducted to examine the main effects of linking phrase scaffolding and articulation hint scaffolding and any interaction effect between them on the performance of students in computer-based concept linking and retention of comprehension. The results showed no significant difference in the performance of students in both tests. However, the Pearson's correlation analysis showed that there was a positive correlation between students' performance in computer-based concept linking and retention of comprehension (γ = 0.447, p < 0.01). / Ph. D.

Magister Educationis - MEd / This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.

Magister Educationis - MEd / Learners in mainstream schools have diverse learning needs and experience a variety of learning barriers. Many of the learners struggle to read and write, and are therefore in need of assistance to enhance their academic performance. In addition, schools and teachers tend to assess leaners predominantly through writing methods and prefer text-based approaches in the form of writing over numerous other forms of assessment methods prescribed in the National Policy Pertaining to the Programme and Promotion Requirements (NPPR) (DBE: 2012). However, there are other ways through which learners can be assessed. This study explored the use of scribes as an alternative method to assist learners with learning barriers. The study examined the challenges relating to alternative methods of assessment within the inclusive education paradigm which seeks to accommodate different learning needs in South African schools. The study investigated factors that influence the implementation of alternative assessment to assist learners with diverse learning barriers. This study was conducted within the framework of a qualitative case study research methodology. Data collection methods included the use of questionnaires, document analysis and semi-structured interviews with teachers in Cape Town at a primary school (which constituted the case). The research eek answers to the following research question to understand why the phenomena exist; What factors influence the use of alternative assessment methods such as the use of scribes? The research also aimed to understand teachers‟ views and perceptions regarding the implementation and processes of alternative assessment methods.

The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers&rsquo / practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, second, third, fourth and fifth grade English classrooms. Data was collected through interviews, observations and relevant documents. Findings show that teachers use a variety of different alternative assessment methods and tools with varying degrees of regularity and effectiveness. Teachers believe that alternative assessment shows learning and interaction between thinking and learning, emphasizes the student as an individual and encourages active and autonomous learners. They also believe it promotes differentiated learning, clarifies expectations and motivates learners and teachers. Teachers believe that alternative assessment has a positive impact on the learning process and outcomes, as well as on the affective and cognitive development of the students. Six classroom implementation factors were determined to impact on the use of alternative assessment in the classroom: language ability, cognitive ability, planning, time, training and classroom environment.

South Africa has adopted the international trend towards inclusive education. The result is an increasing number of learners with barriers to learning accommodated in mainstream schools. Alternative assessment programmes make provision to address the barriers to learning of these learners during formal assessments. Alternative assessment programmes are a good start to afford learners with barriers to learning a fair chance to impart their knowledge. However, the programmes are adult driven and, as the users of these programmes, we need to consider the learners’ views also. Knowledge of their experience will increase understanding of their needs, which in turn will help to refine the programmes and adjust the programmes to these needs. General aim of the study: to explore the lived experience of learners with barriers to learning, who participated in an alternative assessment programme in a mainstream high school in the Western Cape, in a qualitative way, through a phenomenological design. The phenomenological design provided a deeper understanding of the learners’ experience of the alternative assessment programme from the learners’ viewpoint. We held unstructured, individual interviews with the eight participants who consented to participate in the study. As requested, the participants made collages of their experiences of the alternative assessment programme in a group setting, prior to the interviews. Section B presents the findings of this qualitative study and relates the learners’ experience of the alternative assessment programme during test- and formal examination series. The findings highlight the importance of considering the opinions of learners with barriers, participating in an alternative assessment programme. / MSc (Master of Social Work), North-West University, Potchefstroom Campus, 2015

South Africa has adopted the international trend towards inclusive education. The result is an increasing number of learners with barriers to learning accommodated in mainstream schools. Alternative assessment programmes make provision to address the barriers to learning of these learners during formal assessments. Alternative assessment programmes are a good start to afford learners with barriers to learning a fair chance to impart their knowledge. However, the programmes are adult driven and, as the users of these programmes, we need to consider the learners’ views also. Knowledge of their experience will increase understanding of their needs, which in turn will help to refine the programmes and adjust the programmes to these needs. General aim of the study: to explore the lived experience of learners with barriers to learning, who participated in an alternative assessment programme in a mainstream high school in the Western Cape, in a qualitative way, through a phenomenological design. The phenomenological design provided a deeper understanding of the learners’ experience of the alternative assessment programme from the learners’ viewpoint. We held unstructured, individual interviews with the eight participants who consented to participate in the study. As requested, the participants made collages of their experiences of the alternative assessment programme in a group setting, prior to the interviews. Section B presents the findings of this qualitative study and relates the learners’ experience of the alternative assessment programme during test- and formal examination series. The findings highlight the importance of considering the opinions of learners with barriers, participating in an alternative assessment programme. / MSc (Master of Social Work), North-West University, Potchefstroom Campus, 2015

Student Number: 0306365F Masters in Education School of Education / An attempt to improve the quality of education in Botswana included an emphasis on alternative forms of assessment. This attempt however, has produced inconclusive results and the censure has often been on technical issues such as; lack of resources and overlooking the teachers’ understanding of the proposed innovation. A naturalistic research approach was undertaken by this study to investigate whether or not teachers at junior secondary schools in Botswana were using formative assessment when teaching mathematics as advocated in the RNPE. By employing the notion of currere, the study subjected three purposively sampled mathematics teachers drawn from three purposively sampled public junior secondary schools to an autobiographical process to reflect on their practices. The research methods comprised classroom observations and interviews. In the light of Bernstein’s theory of pedagogic device, data was analyzed and interpreted. The findings of this study indicated that mathematics teachers’ assessment strategies are still traditional. Their practices are influenced by many factors more especially by the need to make sure that students do well in the public examinations. Their understanding of these factors determines their receptivity to the proposed change. These teachers need to put themselves on the spot, and question their taken-for-granted aspects of their work. Only this way, would they become aware of alternative cause of action they need to take and can regard themselves as “critical public intellectuals.”

Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project. In this study, high quality mathematical thinking processes occur when the flow of group interactions is purposefully directed towards the enhancement of mathematically accurate, logical, and reasonable outcomes. / A Sequential Explanatory Mixed Methods Design consisting of consecutive quantitative and qualitative data collection and analysis procedures was used to answer the seven research questions in the study. A researcher-designed mathematically-based interdisciplinary project was implemented over 14-15 weeks with 16 classes of students (aged 13-14) belonging to two educational streams (higher and average-ability) in three Singapore government secondary schools. No teaching intervention was administered. Six scales were developed for pre- and post-project measurements of students’ mathematical confidence, perception of the value of mathematics, and perception of the interconnectedness of mathematics (N = 398). Ten student-group cases (n = 38) were selected for further in-depth qualitative data collection procedures pertaining to the nature of mathematical knowledge application, use of metacognitive monitoring and regulatory strategies, and core thinking skills application during three tasks in the interdisciplinary project. / The findings of this study clearly demonstrate the complexities of using PW to promote holistic and connected use of knowledge. Five substantial contributions to research on interdisciplinary learning arise from the thesis:1. An empirical framework synthesising factors influencing the quality of group collaborative mathematical knowledge application processes and outcomes was developed.2. The social influence of the group member activating applications of core thinking skills and metacognitive monitoring and regulatory strategies is a mediating factor influencing the flow of cognitive-metacognitive group interactions, and therefore, the quality of collaborative mathematical knowledge application processes and outcomes.3. Leaders of high-stream groups who were socially non-dominant but mathematically active were more likely to apply a higher frequency of core thinking skills than group members in other roles (i.e., questioner, recorder, and encourager) during a mathematically-based interdisciplinary project.4. The types and complexities of mathematical knowledge and skills applied during a mathematically-based interdisciplinary project did not correspond with stream.5. Whilst students were more able to appreciate the use of mathematics for inter-subject learning after participating in a mathematically-based interdisciplinary project, their beliefs about inter-subject connections and efforts at making these connections only marginally changed.These outcomes enhance our understanding of the challenges involved in the successful use of interdisciplinary tasks with middle school students and provide focuses for future teacher facilitation of mathematical learning during interdisciplinary education.