Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in
1998 in order to align education with the democratic values of the new government. The
transition to OBE has not been an easy process for many stakeholders. Teachers, in particular,
have had to review their own philosophies and practices of teaching and learning. This
paradigm shift required by OBE was, however, underestimated in teacher training. The recent
addition of an inclusive education approach may arguably be seen as a natural, anticipated
extension of the transformation of South African education. This is stated because the
principles and practices of inclusion are endorsed and actualised by OBE and the Constitution
of South Africa. Based on this inference, this research study explores how assessment, an
integral part of the teaching and learning process, can contribute towards the promotion of
inclusive education.
The research was conducted at two rural mainstream primary schools near Stellenbosch in the
Western Cape. The research methodology was based on the principles and beliefs of the
qualitative paradigm as this study explored the teachers' constructed realities and experiences
of assessment in OBE and inclusive education. A case study research method was employed
in order to produce 'thick' descriptions and contextualised interpretations of their
constructions. Following Creswell's (1994) dominant-less dominant design model, the data in
the study was produced via both qualitative and quantitative research methods. A selfadministered
questionnaire consisting of closed-ended and open-ended questions was given to
all of the teachers at both schools to enable an initial inquiry into the area of research interest.
The responses to the closed-ended statements produced the quantitative data in the research
study and the responses to the open-ended questions formed part of the qualitative data.
Following an analysis of the data produced, two volunteer teachers at each school were then
interviewed to gain further insight and clarification. The qualitative and quantitative data
produced in each case study were first analysed separately (within case analysis) and then
compared and combined in a cross-case 'study analysis. This approach enabled a thorough
understanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not see
a connection between assessment and inclusion, their assessment practices and principles do
contribute towards the promotion of inclusive education. The research found that assessment
in OBE has encouraged these teachers to view their learners as individuals with different
abilities and needs. Consequently, some of the teachers have adjusted and modified their
assessment methods to accommodate these factors. It was also found that not all of the
teachers seem to have made a paradigm shift required by OBE. This lack of internalised
understanding might contribute towards the confusion, insecurity and skepticism reported by
some teachers with regards to assessment and inclusive education. Due to the importance of a
paradigm shift in OBE and inclusive education, it is strongly recommended that teachers
receive the necessary assistance and training that engenders this transition. / AFRIKAANSE OPSOMMING: 'n Uitkomsgebaseerde onderwys (UGO) benadering is in 1998 in Suid-Afrikaanse skole
bekendgestel ten einde onderwys in lyn te bring met die demokratiese waardes van die nuwe
regering. Die oorgang na UGO was vir menige rolspelers nie 'n maklike proses nie. Veral
onderwysers moes hulle filosofie en praktyke rondom onderrig en leer hersien. Hierdie
paradigmaskuif, wat 'n vereiste vir UGO is, word in onderwyseropleidingsprograrnme
onderskat. Die onlangse toevoeging van 'n inklusiewe onderwys benadering mag moontlik
gesien word as 'n natuurlike, geantisipeerde verlenging van die verandering in Suid-
Afrikaanse onderwys. Dit word genoem omdat die beginsels en praktyke van inklusiewe
onderwys deur UGO en die konstitusie van Suid-Afrika onderskryf en geaktualiseer word. Op
grond van hierdie aanname, ondersoek hierdie navorsingsprojek hoe assessering as 'n
integrale deel van die onderring en die leerproses kan bydra tot die bevordering van
inklusiewe onderwys.
Die navorsing is by twee landelike, hoofstroom primêre skole naby Stellenbosch in die Wes-
Kaap geloods. Die navorsingsmetodologie is gebaseer op die beginsels en praktyke van
kwalitatiewe navorsing, aangesien die studie onderwysers se vertolking van die werklikheid
en ervarings van assessering in UGO en inklusiewe onderwys ondersoek. 'n Gevallestudie as
navorsingsmetode is gebruik om gedetailleerde, presiese beskrywings en gekontekstualiseerde
interpretasies van die betrokke onderwysers se belewenisse te lewer. Deur Creswell (1994) se
'dominant-less dominant design model' as riglyn te gebruik is data van hierdie studie op beide
'n kwalitatiewe en kwantitatiewe navorsingsmetode geproduseer. 'n Vraelys wat geslote- en
oop-einde vrae bevat het en self deur alle onderwysers van beide skole voltooi is, is gebruik
om die aanvanklike narvorsingsbelange te identifiseer. Kwalitatiewe narvorsingsdata is verkry
deur die response wat gelewer is op oop-einde vrae en kwantitatiewe data is geproduseer deur
middle van die geslote-einde vrae. Na 'n analise van die data is onderhoude met twee
vrywillige onderwysers van beide skole gevoer om meer inligting en duidelikheid te verkry.
Die kwalitatiewe en kwantitatiewe data wat geproduseer is, is eers afsonderlik geïnterpreteer
en daarna in 'n kruis-gevallestudie analise vergelyk en gekombineer. Hierdie benadering het
tot deeglik, deurdagte insigte rakende die navorsingsvraag en die daarstel van kwaliteit
navorsing, gelei. Die narvorsingsbevindinge het getoon dat, alhoewel die onderwysers wat betrokke was by die
gevallestudies nie 'n verband kon sien tussen assessering en inklusiewe onderwys nie, het
hulle assesseringspraktyke en -beginsels wel 'n bydrae gelewer tot die bevordering van
inklusiewe onderwys. Die navorsing het bevind dat assessering in UGO die onderwysers
aangemoedig het om hulle leerders as individue met unieke vermoëns en behoeftes te sien.
Gevolglik het sommige onderwysers aanpassings en veranderings In hulle
assesseringsmetodes gemaak om hierdie faktore te akkommodeer. Daar is ook bevind dat nie
al die onderwysers die paradigmaskuif wat UGO vereis, gemaak het nie. 'n Onvermoë om die
beginsels van UGO te internaliseer mag moontlik bydra tot die verwarring, onsekerheid en
skeptisisme oor assessering en inklusiewe onderwys wat deur sommige van die onderwysers
gerapporteer is. Weens die belangrikheid van 'n paradigmaskuif in UGO en inklusiewe
onderwys, word daar ten sterkste aanbeveel dat onderwysers die nodige ondersteuning en
opleiding ontvang om hierdie oorgang te bewerkstellig.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53562 |
| Date | 12 1900 |
| Creators | Hamilton, Joanne |
| Contributors | Hall, Riana, Stellenbosch University. Faculty of Education . Dept. of Educational Psychology . |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 181 p. |
| Rights | Stellenbosch University |
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