Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word
gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie
soort assessering wat bekend staan as assessering-vir-leer behoort
deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering
wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en
ontwikkeling met behulp van assessering by leerders te bevorder.
Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en
leerproses uit en gebeur nie slegs aan die einde van die leerproses nie.
Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate
word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea
in die Intermediêre Fase gebruik om leerdervordering te begelei en te
ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die
onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders
in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n
landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe
navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik
om data te genereer ten einde die navorsingsvraag te beantwoord.
Onderwysers en leerders is in die studie as respondente gebruik.
Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in
praktyke van assessering-van-leer wat fokus op die insameling van punte
eerder as op die gebruik van assesseringsinligting ten einde verdere leer by
leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die
praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie
intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met
die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in
hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer
in die betrokke skool te bevorder. / ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a
new approach regarding assessment. This type of assessment, known as
assessment for learning, should be continuous, diagnostic and developmental
by nature. This is assessment that does not only focus in a final judgement,
but which aims to promote learning and development by means of
assessment in learners. Assessment-for-learning therefore forms an integral
part of the teaching and learning process and does not only happen at the
end of the learning process.
This research is embedded in the following research question: To which
extent is assessment-for-learning used in the Economic and Management
Sciences learning area in the Intermediate Phase to guide and support learner
progress? The extent to which the principles for assessment-for-learning are
integrated in the teaching practice of teachers to support Intermediate Phase
learners in the learning area Economic and Management sciences (EMS) in a
rural school was therefore researched. A qualitative research design within
the interpretative research paradigm was used to generate data in order to
answer the research question. Teachers and learners were used as
respondents in the study.
The research results showed that teachers are still caught up in practices of
assessment of learning which focus on the collection of marks rather than on
the use of assessment information in order to promote further learning in
learners. Where there are signs that assessment for learning indeed takes
place in the practice of teaching and learning by teachers, it is incidental and
not intentional. Based on the results, it can be said that, with the necessary
support, teachers may be able to integrate principles for assessment for
learning into their classroom practice so as to promote more effective teaching
and learning in the school concerned.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/5415 |
| Date | 12 1900 |
| Creators | Hendricks, Marjorie Angelene |
| Contributors | Beets, P.A.D., America, C., University of Stellenbosch. Faculty of Education. Department of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | Unknown |
| Type | Thesis |
| Format | x, 149 p. : ill. |
| Rights | University of Stellenbosch |
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