Abstract
M.Ed.
After the introduction of new educational laws and policies in the education system, Outcomes-Based Education was introduced with the aim of producing quality education in South Africa. All educators consequently needed training in the new system of education. The National Department of Education provided training for educators as regarding the methods of teaching and assessment of learner performance using Outcomes-Based Assessment (OBA). However, this training was not sufficient to equip educators with knowledge and skills to assess learner performance effectively.
The school assessment teams and school management teams also lacked the knowledge and skills to develop and empower educators to implement OBA successfully. The key research question for this study therefore asks, “What are the reasons that cause ineffectiveness in the implementation of Outcomes-Based Assessment in schools?”
The aim of the current study is likewise to investigate the effectiveness of training educators in learner assessment using OBA. The objectives are to provide a clear understanding of OBA, to identify the problems experienced by educators in performing assessment, to determine whether the latter understand the difference between OBA and the assessment of the past and to improve the assessment strategies and methods used by the educators in implementing OBA in Daveyton primary schools.
The literature review has revealed that educators can be equipped with knowledge and skills for assessing learner performance effectively. This study employs the qualitative research methodology. All data is collected in the form of participants’ words. Participants were selected by means of purposive sampling.
The findings from the responses of the participants indicate that educators lack knowledge of how to conducting OBA effectively. The findings also indicate that there is a need for continuous training and development to empower educators.