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'n Evaluasie van die Du-Toit-groeptoets vir dowes vir gebruik met Bruin gehoorgestremde leerlinge tussen die ouderdomme 6 en 16 jaar [Microfiche]Roux, Valerie January 1988 (has links)
Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.
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‘n Ondersoek na enkele implikasies van die bevorderingsbeleid in die Algemene Onderwys- en Opleidingsfase in Suid-Afrikaanse skole – epistemologiese toegangGeldenhuys, Hanli 03 1900 (has links)
Thesis (MEd) -- Stellenbosch University, 2012. / ENGLISH ABSTRACT: In December 1998 the Assessment Policy in the General Education and Training Band, grades R to 9 and ABET was introduced by the Department of Education. According tot the principles of Outcomes Based Education (OBE) the previous system of mainly test-based summative evaluations was replaced by a number of cumulative assessments. The principle of automatic promotion, which stipulates that a learner should ideally progress with his or her age cohort, is endorsed by this policy. Despite various other promotion and progression policies which have been implemented since then, this principle of automatic promotion still stands.
In this study I explore some of the implications of the present promotion policy, the National Policy on Assessment and Qualifications for Schools in the GET Band for epistemological access to quality education.
In my literature study I put the development of the promotion policy in historical perspective. Making use of the interpretive framework, I conduct a qualitative study and I interview three educators in an attempt to get an understanding of their experience of the implications of the policy. I also study the promotion schedules of one school in order to estimate the number of learners who have been automatically promoted and to investigate the degree in which they answer to the demands of the curriculum.
I will argue that the National Policy on Assessment and Qualifications for Schools in the GET Band does not necessarily contribute to the vision of the Education Department of “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” as stated in the South African Schools Act of 1996. The principles of equity, access and redress are not necessarily supported by the promotion policy. I reach the conclusion that, despite the advantages it holds for formal access to education, the National Policy on Assessment and Qualifications for Schools experiences some difficulty in delivering quality education in the GET phase. It is often contradictory to the strive for quality education due to the lack of epistemological access it provides, not only for learners who repeat or who were automatically promoted, but also for the more advanced learner. / AFRIKAANSE OPSOMMING: In Desember 1998 is die Assessment Policy in the General Education and Training Band, grades R to 9 and ABET, deur die Departement van Onderwys bekend gestel. In lyn met die beginsels van Uitkomsgebaseerde Onderwys (UGO) is „n stelsel van deurlopende assessering ingestel wat die plek moes inneem van hoofsaaklik summatiewe toetsgebaseerde assessering. Die beginsel van outomatiese bevordering waarvolgens leerders hoofsaaklik volgens hul ouderdomskohort moet vorder, is ook hierin vervat. Sedertdien is hierdie bevorderingsbeleid vervang deur verskeie ander, maar die beginsel van outomatiese bevordering tot en met graad 8 bly „n kernelement van al hierdie bevorderingsbeleide.
In hierdie studie ondersoek ek enkele implikasies wat die huidige bevorderingsbeleid, die Nasionale Beleid op Assesserings en Kwalifikasies vir Skole in die Algemene Onderwys- en Opleidingsband (NBAK) inhou vir epistemologiese toegang tot kwaliteit onderrig.
In my literatuurstudie plaas ek die ontwikkeling van die bevorderingsbeleid in historiese perspektief. Binne die interpretiewe raamwerk doen ek „n kwalitatiewe ondersoek en voer onderhoude met drie onderwysers om hul ervaring van die implikasies van die beleid te verstaan. Ek ondersoek ook die bevorderingskedules van een skool om sodoende „n idee van die omvang van leerders wat outomaties bevorder word, asook die mate waartoe hulle bybly by die eise van die kurrikulum, te bepaal.
Ek argumenteer dat die NBAK nie noodwendig bydra tot die onderwysdepartement se visie van “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” soos vervat in die Suid-Afrikaanse Skolewet van 1996 nie. Die beginsels van geregtigheid (equity), toegang (access) en herstel (redress) word nie noodwendig deur die NBAK ondersteun nie en ek kom tot die gevolgtrekking dat, ten spyte van die voordele wat die NBAK vir formele toegang tot onderwys inhou, die NBAK probleme het met die lewering van kwaliteit onderrig in die AOO-band. Inteendeel, dit is dikwels teenstrydig met die strewe na die lewering van kwaliteit onderrig as gevolg van die gebrekkige epistemologiese toegang wat dit voorsien, nie net vir herhalers en vir leerders wat outomaties bevorder is nie, maar ook vir die skrander leerders.
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An impact study of the competency and placement (CAP) test intervention at further education and training (FET) collegesAdams, Gavin 06 1900 (has links)
The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m.
Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country.
Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)
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The relationship between cognitive tests and the academic performance of students on an MBA programmeBux, Ciara 11 1900 (has links)
The objective of this study was to determine if a statistically significant positive
relationship exists between the cognitive tests (APIL and Critical Reasoning
Test Battery - NCR2 and VCR2) and the academic performance of students
on an MBA programme. A quantitative cross-sectional study was conducted
on a non-probability purposive sample (N=329) of MBA students at an
institution of higher learning in South Africa.
A theoretical relationship was established between the variables. The
empirical relationship revealed statistically significant relationships between
the cognitive tests and academic performance on an MBA programme.
The findings contribute valuable knowledge to the field of psychological
assessment that can be applied in the selection of students for higher
education. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged educationVan Tonder, Phia January 2008 (has links)
Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.
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Constructing the intellectually disabled person as a subject of education: a discourse analysis using Q-methodologyMcKenzie, Judith Anne January 2009 (has links)
The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. The study was conducted in Buffalo City, South Africa at a time when an inclusive education policy is being implemented in the country. The research questions were: What discourses are deployed in the representation and educational practices of those identified as ID? What are the effects of these discourses in constructing the ID subject and associated educational practice? The study utilises Q-methodology, a factor analytic method that yields whole patterns of responses for analysis. A process of sorting selected statements along the dimension of agree to disagree was completed by three groups of participants, namely adults with ID, parents of people with ID and professionals working with ID. Discourses of representation and of educational practice were identified through statistical and interpretive analysis, following the discourse analysis school of Q-methodology. The findings of this study reveal the operation of power in a medico-psychological gaze that makes ID visible and supervises disability expertise within education. Representations of ID suffused with religious notions support the exercise of pastoral power by disability experts. Human rights discourses in education can marginalise ID people if applied uncritically. Fixed notions of impairment constrain an intellectually disabled subject who is vulnerable and incompetent. This study argues instead for a theory of (poss)ability, underpinned by an understanding of the situational and shared nature of competence and a fluid conception of impairment. Human rights should be supplemented by an ethics of care and belonging in the community (ubuntu). A research agenda supporting this effort would examine the ways in which ID people work on themselves as subjects (subjectivisation) and explore the potential for resistance in this process.
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A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learnersVan der Merwe, Adele January 2008 (has links)
his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.
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Examining challenges in the implementation of performance appraisal on educators in Shiluvana Circuit, Mopani District, South AfricaMasetla, Modjadji Amanda 21 September 2018 (has links)
DEd (Educational Management) / Department of Educational Management / The study examined challenges in the implementation of performance appraisal on
educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused
on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS
District coordinator who were selected purposively, as they were directly involved in
teacher appraisal. The study is qualitative which used interpretive paradigm research
and case study research design. Qualitative data was generated through face–to-face
interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1
IQMS district coordinator, focus group interviews with 18 teachers and documentary
analysis. Thematic analysis was employed to analyse narrative data for the study. It was
established that principals, deputy principals, teachers, IQMS circuit coordinator and
IQMS district coordinator experienced challenges with teacher appraisal, challenges like
inadequate commitment by teachers, inadequate trained principals, inadequate
monitoring, lack of interest and backlog in teachers’ remuneration. The study
recommends that principals, deputy principals and teachers be trained thoroughly for the
effective implementation of the programme at schools, an expect official in IQMS to be
permanently employed at circuit office for the successful implementation of the
programme. Finally, informed by the conceptual framework of the study, it is
recommended that the Accountability and Professional Development models for teacher
appraisal be implemented in the circuit in order for all stakeholders to understand and
effectively play their roles on teacher appraisal. To improve the current situation, cyclical
stakeholders teacher appraisal model is suggested which suggests that IQMS structures
to be set at national, provincial, district, circuit and school levels as substantive offices.
IQMS structures to be trained by circuit on IQMS policy and implementation strategies
using cascading approach. / NRF
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Alternative measurement instruments for the evaluation of learner achievement in business management in the Technikon S AVan Koller, Johan Frans. 11 1900 (has links)
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)
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The predictive validity of the selection battery for trainee pilots in the South African Air ForceFlotman, Aden-Paul 30 June 2002 (has links)
The sample comprised 92 candidates who have completed the Ground School Phase of
the trainee pilot training programme. The independent variables are Raven's Advanced
Progressive Matrices Test, the Blox Test and the Vienna Determination Test. The
dependent variable is the candidates' results after the Ground School Phase of their
training. The results indicated that only the Advanced Ravens test and the Vienna
Determination test (Phase 3} correlate positively with the Ground School Phase results
of the candidates.
The current battery emphasises cognitive abilities and psycho-motor functioning and does
not cover personality traits of prospective candidates. It is recommended that new
instruments are included (to cover the measurement of personality traits), that the sample
size should be increased by promoting pilot training among previously disadvantaged
students and that the current pilot profile should be updated as a matter of urgency. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)
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