Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences
learning area as an alternative, authentic assessment instrument to record the achievements,
progress and growth of the learner as required by the expected learning outcomes. As such
the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper”
testing, because the learner portfolio should present a more comprehensive picture of learners’
achievement, progress and growth. It has been endeavoured to explore and describe not only
the learner portfolio as an authentic assessment instrument, but to establish the current
perceptions, comprehension and experience of teachers in the Social Sciences learning area
(Intermediate Phase) regarding its application.
To answer the research question, and to make a logical link to the purpose of this study, the
researcher executed a qualitative research study from an interpretative research paradigm.
The researcher implemented multiple sources (interviews, document analysis and
questionnaires) to generate data. In the course of the study a number of steps were taken to
ensure the validity and reliability of the data, and to pay attention to the ethical aspects that
surfaced during the research.
In the literature study, extending over two chapters, the theoretical foundation of the study,
consisting of assessment as a broad concept in outcomes-based education (OBE) and the
learner portfolio as an authentic assessment instrument, is described. The study concludes
that at present teachers are not equipped with an extensive knowledge of assessment, and
have only a superficial knowledge of the structure, purpose and management of the learner
portfolio and the benefits offered. It appear that teachers have relatively limited experience of
utilising the learner portfolio as an assessment instrument, and the results of the study indicate
that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and
final results of learners’ activities. They do not indicate development and growth over a given
period, so that the expected learning outcomes are not realised. It is clear that the utilisation of
the learner portfolio as an alternative assessment instrument is imperative in the South African
education system, but that it do not achieve its purpose in the context of this specific study. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die benutting van die leerderportefeulje in die leerarea Sosiale
Wetenskappe as ‘n alternatiewe, outentieke assesseringsinstrument om die prestasies,
vordering en groei van leerders in verhouding tot die verwagte leeruitkomste te demonstreer.
Die leerderportefeulje is ‘n meer kwalitatiewe en geldige alternatief tot tradisionele ‘pen-enpapier’-
toetsing, omdat die portefeulje ‘n meer omvattende beeld van leerders se prestasies,
vordering en groei verskaf. Die leerderportefeulje as ‘n outentieke assesseringsinstrument
word verken en beskryf, en die persepsies, begrip en ervaring rondom die benutting daarvan
deur onderwysers wat by die onderrig van die leerarea Sosiale Wetenskappe in die
Intermediêre Fase betrokke is, word ondersoek.
Om die navorsingsvraag te beantwoord en logies by die doel van die studie in te skakel, het
die navorser ‘n kwalitatiewe navorsingstudie uit die interpretatiewe navorsingsparadigma
onderneem. Daar is gebruik gemaak van veelvuldige bronne (onderhoude, dokument-analise
en vraelyste) om data te genereer. Verskillende stappe is gedoen om die geldigheid en
betroubaarheid van die data te verseker en aandag te gee aan etiese aspekte wat tydens die
ondersoek na vore gekom het.
In die literatuurstudie, wat oor twee hoofstukke strek, word assessering as breë konsep binne
uitkomsgebaseerde onderwys (UGO) beskryf, en die leerderportefeulje as ‘n outentieke
assesseringsinstrument ondersoek. Daar is bevind dat onderwysers tans nie oor voldoende
kennis van assessering beskik nie, en ‘n oppervlakkige kennis van die struktuur, doel en
bestuur, asook van die voordele verbonde aan die leerderportefeulje openbaar. Dit blyk ook
dat onderwysers relatief min ervaring het in die aanwending van die leerderportefeulje as ‘n
assesseringsinstrument. Uit die beskrywing van die resultate is dit duidelik dat die
leerderportefeulje as ‘n assesseringsinstrument nie tot sy reg kom nie. Leerderportefeuljes
vertoon bloot die beste, finale werkprodukte van die leerders se leer. Dit demonstreer nie die
leerders se ontwikkeling en groei oor ‘n gegewe tydperk nie, en die verwagte leeruitkomste
word dus nie gerealiseer nie. Uit die studie is dit duidelik dat die benutting van
leerderportefeuljes as ‘n alternatiewe assesseringsinstrument in die Suid-Afrikaanse
onderwysstelsel noodsaaklik is om leerdergroei en -ontwikkeling te monitor, maar dat dit binne
die konteks van hierdie spesifieke studie, nie sy doel bereik nie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/19885 |
| Date | 03 1900 |
| Creators | Van Wyk, Milton Lester |
| Contributors | Carl, A.E., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | xii, 121 leaves : ill. |
| Rights | Stellenbosch University |
Page generated in 0.0019 seconds