The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it is of the utmost importance that the training of teachers should not only focus on the demands that OBA make on the learner, but specifically on what OBA expects from the teacher. The main aim of assessment is to promote teaching and learning, which implies that teachers must assess in such a way that quality information about learner performance will be produced. The teacher must record and interpret this information carefully, in order to enable professional and accountable decisions about learner performance and to give constructive feedback to learners and their parents. Easier said than done! The implementation of OBE and specifically OBA elicited serious debates and fierce criticism from a variety of sources. Since the implementation of OBE, quite a number of newspaper reports reflected the negativity of teachers, educationists and other role players towards OBE and particularly OBA. OBE and OBA have become problematic and controversial issues in South Africa. In light of the above mentioned the purpose of this study was to determine the nature, scope and causes of the problems experienced with OBA in South African schools and come forward with practical, supportive recommendations that could alleviate and/or improve the situation. In order to determine the difficulties experienced with OBA empirical, quantitative and qualitative research methods were utilised. A structured questionnaire, with closed and open items, was sent to a representative sample of South African public schools. The resultant data was qualitatively and quantitatively analysed and the following main findings emerged from the research: 1. The training that teachers receive from the education department is inadequate for the successful implementation of OBA in South African schools. 2. Teachers' knowledge of OBE, and more specifically OBA, is too superficial to implement OBA successfully. 3. The assessment practices of teachers reflect that they have not yet made the transition from traditional and conventional types of assessment to authentic OBA. Assessment is primarily used for summative purposes and not for formative purposes, as is supposed to be the case. 4. The education department do not adequately support and empower teachers for the successful implementation of OBA. In light of the research findings, recommendations were made to promote the implementation of OBA in schools. / Die implementering van uitkomsgebaseerde onderwys (UGO) in Suid-Afrikaanse skole het radikale veranderinge vir die onderwysprofessie teweeggebring. Die oorgang na 'n UGOkurrikulum het 'n diepgaande impak op onderwysers se assesseringspraktyke gehad en het grootskaalse wysigings van onderrig-en leeraktiwiteite ingehou. Uitkomsgebaseerde assessering (UGA) verlang nie net van onderwysers om toepaslike assesseringsplanne, assesseringsprogramme en assesseringstrategiee te ontwerp nie, maar ook om aan leerders uitgebreide en toepaslike geleenthede te bied om volgens hulle vermoe te presteer. Dit is dus uiters belangrik dat daar in die opleiding van onderwysers nie net gelet sal word op wat UGA van die leerder vereis nie, maar spesifiek op wat UGA van die onderwyser verwag. Die hoofdoel van assessering is om onderrig en leer te bevorder en onderwysers moet dus op so 'n wyse assesseer dat dit kwaliteitinligting oor leerderprestasie lewer. Die onderwyser moet hierdie inligting noukeurig rekordeer en interpreteer, sodat professionele en verantwoordbare besluite oor leerderprestasie geneem kan word en op 'n konstruktiewe wyse aan leerders en hulle ouers oorgedra kan word. Makliker gese as gedaan! Die implementering van UGO, en in besonder UGA, het 'n hewige debat en felle kritiek uit verskillende oorde ontlok. Talle koerantberigte het sedert die implementering van UGO die negatiwiteit van onderwysers, opvoedkundiges en ander rolspelers teenoor UGO en in die besonder UGA weerspieel. UGO en UGA het 'n problematiese en kontroversiele aangeleentheid in Suid-Afrika geword. Teen die agtergrond van bogenoemde, was die doel van hierdie ondersoek om die aard, omvang en oorsake van die UGO-assesseringsknelpunte in Suid-Afrikaanse skole te bepaal en om met praktykgerigte, hulpverlenende aanbevelings na vore te kom om die situasie te verlig en/of te verbeter. Ten einde die problematiek van UGA empiries te bepaal is daar van beide kwantitatiewe en kwalitatiewe navorsingsmetodes gebruik gemaak. 'n Gestruktureerde vraelys (met geslote en oop items) is aan 'n verteenwoordigende steekproef van Suid-Afrikaanse staatskole gestuur. Die ingesamelde data is kwalitatief en kwantitatief geanaliseer en die volgende hoofbevindinge het uit die ondersoek voortgespruit: 1. Die opleiding wat onderwysers van die onderwysdepartement ontvang, is ontoereikend vir die suksesvolle implementering van UGA in Suid-Afrikaanse skole. 2. Onderwysers se kennis van UGO, en meer spesifiek UGA, is te oppervlakkig om UGA prakties suksesvol te implementeer. 3. Die assesseringspraktyke van onderwysers weerspieel dat hulle nog nie van die tradisionele en konvensionele tipes van assessering wegbeweeg het, na outentieke UGA toe nie. Assessering word ook oorwegend vir summatiewe doeleindes aangewend en nie vir formatiewe doeleindes, so os dit veronderstel is om te gebeur nie. 4. Onderwysers word ook nie toereikend deur die onderwysdepartement ondersteun en bemagtig om UGA suksesvol te implementeer nie. Aan die hand van die bevindinge is aanbevelings, te, bevordering van UGA-implementering in skole, gemaak. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it is of the utmost importance that the training of teachers should not only focus on the demands that OBA make on the learner, but specifically on what OBA expects from the teacher. The main aim of assessment is to promote teaching and learning, which implies that teachers must assess in such a way that quality information about learner performance will be produced. The teacher must record and interpret this information carefully, in order to enable professional and accountable decisions about learner performance and to give constructive feedback to learners and their parents. Easier said than done! The implementation of OBE and specifically OBA elicited serious debates and fierce criticism from a variety of sources. Since the implementation of OBE, quite a number of newspaper reports reflected the negativity of teachers, educationists and other role players towards OBE and particularly OBA. OBE and OBA have become problematic and controversial issues in South Africa. In light of the above mentioned the purpose of this study was to determine the nature, scope and causes of the problems experienced with OBA in South African schools and come forward with practical, supportive recommendations that could alleviate and/or improve the situation. In order to determine the difficulties experienced with OBA empirical, quantitative and qualitative research methods were utilised. A structured questionnaire, with closed and open items, was sent to a representative sample of South African public schools. The resultant data was qualitatively and quantitatively analysed and the following main findings emerged from the research: 1. The training that teachers receive from the education department is inadequate for the successful implementation of OBA in South African schools. 2. Teachers' knowledge of OBE, and more specifically OBA, is too superficial to implement OBA successfully. 3. The assessment practices of teachers reflect that they have not yet made the transition from traditional and conventional types of assessment to authentic OBA. Assessment is primarily used for summative purposes and not for formative purposes, as is supposed to be the case. 4. The education department do not adequately support and empower teachers for the successful implementation of OBA. In light of the research findings, recommendations were made to promote the implementation of OBA in schools. / Die implementering van uitkomsgebaseerde onderwys (UGO) in Suid-Afrikaanse skole het radikale veranderinge vir die onderwysprofessie teweeggebring. Die oorgang na 'n UGOkurrikulum het 'n diepgaande impak op onderwysers se assesseringspraktyke gehad en het grootskaalse wysigings van onderrig-en leeraktiwiteite ingehou. Uitkomsgebaseerde assessering (UGA) verlang nie net van onderwysers om toepaslike assesseringsplanne, assesseringsprogramme en assesseringstrategiee te ontwerp nie, maar ook om aan leerders uitgebreide en toepaslike geleenthede te bied om volgens hulle vermoe te presteer. Dit is dus uiters belangrik dat daar in die opleiding van onderwysers nie net gelet sal word op wat UGA van die leerder vereis nie, maar spesifiek op wat UGA van die onderwyser verwag. Die hoofdoel van assessering is om onderrig en leer te bevorder en onderwysers moet dus op so 'n wyse assesseer dat dit kwaliteitinligting oor leerderprestasie lewer. Die onderwyser moet hierdie inligting noukeurig rekordeer en interpreteer, sodat professionele en verantwoordbare besluite oor leerderprestasie geneem kan word en op 'n konstruktiewe wyse aan leerders en hulle ouers oorgedra kan word. Makliker gese as gedaan! Die implementering van UGO, en in besonder UGA, het 'n hewige debat en felle kritiek uit verskillende oorde ontlok. Talle koerantberigte het sedert die implementering van UGO die negatiwiteit van onderwysers, opvoedkundiges en ander rolspelers teenoor UGO en in die besonder UGA weerspieel. UGO en UGA het 'n problematiese en kontroversiele aangeleentheid in Suid-Afrika geword. Teen die agtergrond van bogenoemde, was die doel van hierdie ondersoek om die aard, omvang en oorsake van die UGO-assesseringsknelpunte in Suid-Afrikaanse skole te bepaal en om met praktykgerigte, hulpverlenende aanbevelings na vore te kom om die situasie te verlig en/of te verbeter. Ten einde die problematiek van UGA empiries te bepaal is daar van beide kwantitatiewe en kwalitatiewe navorsingsmetodes gebruik gemaak. 'n Gestruktureerde vraelys (met geslote en oop items) is aan 'n verteenwoordigende steekproef van Suid-Afrikaanse staatskole gestuur. Die ingesamelde data is kwalitatief en kwantitatief geanaliseer en die volgende hoofbevindinge het uit die ondersoek voortgespruit: 1. Die opleiding wat onderwysers van die onderwysdepartement ontvang, is ontoereikend vir die suksesvolle implementering van UGA in Suid-Afrikaanse skole. 2. Onderwysers se kennis van UGO, en meer spesifiek UGA, is te oppervlakkig om UGA prakties suksesvol te implementeer. 3. Die assesseringspraktyke van onderwysers weerspieel dat hulle nog nie van die tradisionele en konvensionele tipes van assessering wegbeweeg het, na outentieke UGA toe nie. Assessering word ook oorwegend vir summatiewe doeleindes aangewend en nie vir formatiewe doeleindes, so os dit veronderstel is om te gebeur nie. 4. Onderwysers word ook nie toereikend deur die onderwysdepartement ondersteun en bemagtig om UGA suksesvol te implementeer nie. Aan die hand van die bevindinge is aanbevelings, te, bevordering van UGA-implementering in skole, gemaak. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The quality of education in Botswana is not yet up to standard as there has been emphasis on attainment of Universal Basic Education. Quality in education encompasses a number of factors such as the development of the relevant curriculum, improvement of teacher preparation, development of appropriate learning materials, and improving the methods of assessing pupils (Grisay&Mählck, 1991, cited in Kellaghan&Geaney, 2003). The quality of what is going on in the classroom is judged by the processes and outcomes that are defined qualitatively. Assessment in Agriculture in Botswana senior schools comprises performance assessment and standardised paper-and-pencil tests. Performance assessment contributes only 20% (MoE&SD, 2001.p.6) yet it is allocated more time than paper-and-pencil tests. The aim of the study therefore was to understand and explore the characteristics and quality processes needed in the performance assessment of Agriculture Form Four students to ensure valid and reliable examinations in Botswana. The study was guided by two research questions. The first research question was: How valid and reliable are the performance assessment processes in Botswana schools? This research question sought to understand how performance assessment was conducted in Botswana schools, and how it compared with the international practice. The second research question was: How can quality assurance processes be developed in order to produce valid and reliable marks for BGCSE Agriculture performance assessment? The intention was to develop quality processes for performance assessment in the context of Form Four Agriculture in Botswana, to ensure valid and reliable marks for certification. A design research was employed in this study in which a baseline survey was conducted and based on the outcome, a quality assurance process was designed which included the development of standard tasks and assessment materials. During the baseline survey, teachers and school administrators completed a questionnaire and were also interviewed. Subsequently, prototypes of exemplar materials were developed iteratively in collaboration with practitioners and formatively evaluated. Feedback from evaluation was incorporated into the redesign and development of successive prototypes. Findings from baseline survey revealed that the conduct of performance assessment in schools was not standardised, primarily due to the absence of assessment policy and procedures to guide its conduct. Implementation of performance assessment was done by teachers who had insufficient training, in large classes with inadequate resources and received very little support from supervisors both internally and externally. Despite all these, insufficient time was allocated for conducting performance assessment, resulting in teachers forming groups most of the time during the conduct of tasks and assigning a single mark for the group based on the quality of the group’s product. However, findings from the intervention study revealed that entrenching quality assurance processes in the system produced valid and reliable performance assessment marks for certification. The characteristics of a quality assurance system for implementation of performance assessment were the presence of an assessment policy; training and accrediting teachers to assess; an efficient internal and external monitoring system; the provision of adequate resources; applying multiple modes of assessment; and multiple rating of the students. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

Therapeutic Assessment (TA) is a semi-structured hybrid of assessment and intervention methods that aims to promote positive change in clients through collaboration. Studies have shown it to be an effective therapeutic intervention, but few studies have focused on adolescents. This comparative study examines the effects of TA, compared with assessment as usual, with an adolescent population. Dependent measures include symptom reduction and components of the assessment experience, specifically self-knowledge, feeling understood by the assessor, positive relationship with the assessor, and negative feelings about the assessment. A repeated measure ANOVA will examine the group effects on symptom reduction, while a MANOVA will be used to determine the effects of TA on the variables of assessment experience. / text

This study validated and evaluated the feasibility of a web-based electronic behavior assessment system, ‘eBA’, designed to facilitate collaboration between caregivers and service providers (behavior analysts) in conducting indirect functional behavior assessment (FBA). In Phase 1, the content and the web architecture of the eBA were validated and refined through a formative evaluation by five behavior analysts. In Phase 2, the eBA system was pilot tested with 10 service providers and 10 caregivers using a post-test only control group design to examine the efficiency and quality of the system and identify the levels of satisfaction with the system by the service providers and caregivers. The results indicated that the eBA system components were appropriate to conduct indirect FBA and useful for use by caregivers and service providers collaboratively, gathered quality information, and showed higher levels of caregiver and service provider satisfaction, compared to traditional paper-pencil format of assessment.

Despite the amount of empirical evidence available to validate the claim that language learners have the ability to evaluate their own abilities in a foreign language, many educators feel that self-assessments are unreliable and do not fit into the foreign language classroom. However, the move towards a proficiency-based student-centered classroom over the past two decades has caused many educators to rethink the use of self-assessment measures in the foreign language classroom. At the same time, portfolios have emerged as assessment tools for both educators and learners. Most recently, with the technological advancements in the past decade, Internet-based e-portfolios have become increasingly popular in education. However, there are very few studies on the use and implementation of e-portfolios, specifically in the foreign language classroom. This dissertation examines the role of self-assessment in the foreign language classroom. It utilizes an e-portfolio platform with pre-loaded can-do statements to create an evidence-based self-assessment for an intensive Russian language class. This dissertation presents self-assessment as a teacher-validated process utilizing formative assessment to create a learner-centered environment outside of the classroom. The study correlates results from three separate foreign language assessment tools to determine their relation to one another. The study promotes a holistic approach to language assessment and provides a process for holistic approach in the foreign language classroom. The process outlined in this study is easy to replicate and can be incorporated into foreign language courses with a limited amount of resources. / text

This dissertation investigated the effects of infusing therapeutic assessment practices into school-based psychological assessments on parent experience. Fourteen assessment professionals from a medium sized public school district in central Texas were assigned to one of two groups based upon previous exposure to Finn’s Therapeutic Assessment (2003) model. Those in the Therapeutic Assessment-infused (TA-I) group were trained on collaborative assessment concepts, while those in the standard practice group were asked to conduct assessments as usual, while being required to conduct initial and feedback meetings with parents. Outcomes were measured using the Parent Experience of Assessment Survey – I (PEAS-I), Parents’ Positive and Negative Emotions (PPNE), the Experience of School Investment and Collaboration Scale (ESICS), and post-interviews with parents and assessors. Parent ratings from both groups were compared using a MANOVA. It was hypothesized that parents in the TA-I group would report having learned more, more positive parent/assessor and child/assessor relationships, more collaboration with the assessor, less negative emotion related to the assessment, and a higher perception of family involvement in their child’s problems. Parents in the TA-I group were also hypothesized to report a greater sense of home-school collaboration and school investment in their child. Finally, it was proposed that parents in the TA-I group would report feeling more positive and less negative about their child’s future. The group difference was not statistically significant, due in part to limited sample size. However, small to medium effect sizes were achieved for several outcome scales, including parents’ positive emotions following participation, positive parent-assessor relationship, and parental sense of collaboration throughout the assessment. An exploratory measure indicated a significantly greater sense of future collaboration with their child’s school for parents in the TA-I group. Post-participation interviews indicated clear appreciations of the TA-I model. Parents experiencing standard practice assessments, however, also expressed high satisfaction, though the requirement of two face-to-face parent meetings may have contributed to a notable departure from standard practice. Results suggest that infusing TA-I practices into school assessments may be effective in increasing parental satisfaction and home-school collaboration. Further research is warranted, and discussion of potential improvements for future research is provided. / text

During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

The purpose of the study was twofold. The first purpose of the study was to determine if a correlation existed between the Standardized Test for the Assessment of Reading (STAR), created and distributed by Renaissance, and the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in Math and Reading for grade 3, grade 4, and grade 5. The second purpose of this study was to evaluate the relationship between the percentile category of the STAR test and the TCAP test. The factor variable, identified as the percentile category, included three levels: Urgent Intervention, Intervention, and At/Beyond Benchmark. The dependent variable was the TCAP score. The study included 3rd-grade, 4th-grade, and 5th-grade students during the 2016-2017 school year who had taken the STAR reading and STAR math assessments and had taken the TCAP reading and TCAP math assessment. Based on the findings of this study, a strong correlational relationship does exist between the STAR and TCAP assessments. Overall, the strong correlation between the STAR and the TCAP were consistent across Math and Reading in 3rd, 4th, and 5th grades. Since the ANOVA was significant, a post hoc multiple comparisons was conducted to evaluate pairwise difference among the means of the three groups. Overall, the At/Beyond Benchmark group was significantly higher than both the Urgent Intervention group and the Intervention group in Math and Reading for 3rd grade, 4th grade, and 5th grade. There was not a significant difference between the Urgent Intervention group and the Intervention group, the exception was 5th grade math.