Evaluation of outcomes-based assessment in the intermediate phase
- Authors: Govender, Samantha
- Date: 2012-01-24
- Subjects: Competency based education , Education evaluation , Educational tests and measurements
- Type: Mini-Dissertation
- Identifier: uj:1939 , http://hdl.handle.net/10210/4299
- Description: M.Ed. , The purpose of this study was to evaluate Outcomes- Based Assessment in the Intermediate Phase. Curriculum 2005 is a new education curriculum that is driving the process of education transformation. It is fundamentally different from the school curriculum of the past which was divided into discrete subject areas and largely content- based and teacher- driven. One of the major shifts in the new curriculum is how learners are assessed. Outcomes - Based Assessment therefore is a daunting task and is not familiar for the majority of the educators in the Intermediate Phase. This study involved I 0 primary schools in the Richards Bay Circuit. 60 educators from the Intermediate Phase completed a questionnaire related to Outcomes - Based Assessment. The researcher also used observation as one of the research instruments in collecting data. 60 educators from the Intermediate Phase from the I 0 primary schools in the Richards Bay Circuit were closely observed. An observation checklist was completed by the researcher during class visits of the sampled schools. A close examination of 6 learners' portfolios, 2 from each grade and 6 from each school, together with the schools' Assessment Policy were evaluated by the researcher through the observation technique. 12 facilitators responsible for conducting workshops in Outcomes- Based Assessment for the Lower Umfolozi District were personally interviewed by the researcher. The researcher sought to evaluate Outcomes - Based Assessment in the Intermediate Phase, to identify measures as to empower educators to grasp a better understanding and determine areas of need regarding Outcomes - Based Assessment. The study has evaluated and reviewed the process, structure, design and implementation of Outcomes -Based Assessment in the Intermediate Phase, with a view to understanding what needs to be done to improve it, and make it successful. The major findings from the study pointed to the extent that Outcomes - Based Assessment is not widely understood at the classroom level. OutcomesBased Assessment definitely needs attention, that is, more clarity and a clear focus. Detailed guidelines and procedures from Departmental level needs to be instilled. This is the major contributing factor towards the failure to understand the process of Outcomes - Based Assessment.
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The evaluation of a learning programme for computer literacy
- Authors: Diseko, Israel Moloipelo Rabaitse
- Date: 2012-01-16
- Subjects: Computer literacy , Computer-assisted instruction , Education evaluation , Computer study and teaching (Primary)
- Type: Mini-Dissertation
- Identifier: uj:1902 , http://hdl.handle.net/10210/4263
- Description: M.Ed. , The aim of this study was to assess the extent to which the Futurekids Technology Curriculum for the acquisition of computer skills at St. Conrad's College in Klerksdorp adheres to the principles of OBE. The participants in this study were the Grade 6 learners together with their teacher. The OBE is a paradigm that focuses on transforming educational practice, making education relevant, effective, and bringing educational changes that are in line with the goals of the Reconstruction and Development Programme in South Africa. The theoretical assumptions of OBE as a model for meaningful implementation are indicated. The OBE concept and approaches are clarified. The principles that form the holistic framework for the implementation of OBE are established and used as criteria to evaluate Futurekids Technology Curriculum. Many schools are utilising the computer skills training programmes of companies like Futurekids. If the computer skills training programmes of outside companies is being used in schools, it is important to assess the extent to which these computer skills training programmes adhere to the principles of OBE. Futurekids has adapted and is implementing OBE in the acquisition of computer skills. The Futurekids Technology Curriculum is a learning programme that teaches learners to achieve desired computer skills and is placed within a framework of commonly accepted definitions and models for computer literacy. The research design of this study was based on a qualitative approach and was as such exploratory, descriptive and contextualising. The research method used was a case study and the data collected techniques were literature review, observation (field notes), a focus group interview, individual interviews (semistructured interviews), a questionnaire and the criteria for OBE programme. The data collected were transcribed and reduced and as such, the process yielded eight categories that led to the principles that underpin the implementation of OBE. The trustworthiness of this research study was done through two strategies, validity and reliability. Both the strategies were used by the researcher to ensure the trustworthiness of the research findings, together with the external independent moderator. The findings indicate that to a large extent the Futurekids Technology Curriculum is consistent with the principles of OBE and adheres to the identified norms for computer literacy. In the final chapter, the overview of the study, conclusion, recommendations for further research and limitations of the research results.
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