Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007 / With the advent of implementing transformational outcomes-based education
in South African schools, educators have had to adopt a standards-based
assessment approach.
Rubrics as an assessment scoring tool have been acclaimed as one of the
most effective assessment tools with which standards-based assessment
can be implemented and managed. This study explores the ways in which
educators manage assessment in their classrooms whilst promoting the
basic tenets of transformational outcomes-based education. The demand is
on competencies that illustrate the ability to think and perform critically.
Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument
to use in designing and using rubrics in order to achieve the desired learning
outcomes.
Effecting change is not an easy process and this study investigates the
challenges educators are facing in implementing this aspect of educational
reform.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1910 |
| Date | January 2007 |
| Creators | Kruger, Sandra Carolina |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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