A Rasch model analysis of responses of isiZulu-speaking grade one learners to items on the Verbal Intelligence Quotient eight (VIQ 8) scale of an isiZulu translation of the Junior South African Individual Scales (JSAIS)
- Authors: Teixeira, Lyn Christine
- Date: 2012-08-29
- Subjects: Rasch models , Educational tests and measurements , Verbal ability in children , Cognition in children , School children - Testing
- Type: Mini-Dissertation
- Identifier: uj:3401 , http://hdl.handle.net/10210/6799
- Description: M.Ed. , The aim of this study was to apply a Rasch Analysis to the Verbal Intelligence Quotient Eight (VIQ 8) scale of an isiZulu translation of the Junior South African Individual Scales (JSAIS) to determine whether it would be a reliable and valid means of assessing the verbal cognitive functioning and development of learners at a school in the South African context. The study formed part of the cognitive assessment leg of a wider research project being undertaken by the University of Johannesburg’s Institute for Childhood Education (UJICE). The JSAIS is still a widely used instrument by Psychologists in the South African context despite the last norming having taken place in 1984 and the norms not being representative of the South African population. To establish reliability and validity of formal assessment tools in a multi-cultural and multilingual society such as that of South Africa, context needs to be taken into account and existing tests need to be scrutinized carefully for cultural bias. The Rasch analysis undertaken in this study provides an analysis of item difficulty in relation to ability of the testees in the sample group, which consisted of 26 learners in the isiZulu class at a laboratory school in Soweto where research is being conducted under the auspices of the Soweto Panel Research Programme (SPRP). This study formed part of the pilot phase of the Programme. The analysis of the results suggested that on the whole the three sub-tests fitted the Rasch Model well. The Vocabulary sub-test could be utilized effectively with no further adaptation, whereas the Picture Riddles sub-test could be adapted by adjusting the spread of the items. The Word Association sub-test could possibly be adapted by including a picture stimulus. Apart from these possible adaptations to the sub-tests as well as omission of items and persons that did not fit the model, it is recommended that: standardized testing procedures be adhered to, increased sample sizes be used, testing of the learners take place in the same month and the age of testees be taken into account in further studies. Other studies into the development of the traits that the test taps into of learners in this age group, the equivalence of the isiZulu translation and assumptions regarding “mother-tongue” are also vi recommended. Finally it is recommended that testees who performed strongly or weakly and who did not fit the model due to unwanted sources of variance be observed further. The Rasch analysis findings suggest that the JSAIS has some strong psychometric properties and that adaptation, translation and renorming of the test would be a worthwhile project to consider in the near future. Further to this, concerning the use of the test in the longitudinal panel research project, findings suggest that the VIQ 8 scale of the test is likely to be a fairly reliable and valid means of assessing the cognitive verbal functioning and development of the learners at the school over time, provided that it forms one part of a systemic multi-method assessment approach which takes context and development of the learners into account.
- Full Text:
- Authors: Teixeira, Lyn Christine
- Date: 2012-08-29
- Subjects: Rasch models , Educational tests and measurements , Verbal ability in children , Cognition in children , School children - Testing
- Type: Mini-Dissertation
- Identifier: uj:3401 , http://hdl.handle.net/10210/6799
- Description: M.Ed. , The aim of this study was to apply a Rasch Analysis to the Verbal Intelligence Quotient Eight (VIQ 8) scale of an isiZulu translation of the Junior South African Individual Scales (JSAIS) to determine whether it would be a reliable and valid means of assessing the verbal cognitive functioning and development of learners at a school in the South African context. The study formed part of the cognitive assessment leg of a wider research project being undertaken by the University of Johannesburg’s Institute for Childhood Education (UJICE). The JSAIS is still a widely used instrument by Psychologists in the South African context despite the last norming having taken place in 1984 and the norms not being representative of the South African population. To establish reliability and validity of formal assessment tools in a multi-cultural and multilingual society such as that of South Africa, context needs to be taken into account and existing tests need to be scrutinized carefully for cultural bias. The Rasch analysis undertaken in this study provides an analysis of item difficulty in relation to ability of the testees in the sample group, which consisted of 26 learners in the isiZulu class at a laboratory school in Soweto where research is being conducted under the auspices of the Soweto Panel Research Programme (SPRP). This study formed part of the pilot phase of the Programme. The analysis of the results suggested that on the whole the three sub-tests fitted the Rasch Model well. The Vocabulary sub-test could be utilized effectively with no further adaptation, whereas the Picture Riddles sub-test could be adapted by adjusting the spread of the items. The Word Association sub-test could possibly be adapted by including a picture stimulus. Apart from these possible adaptations to the sub-tests as well as omission of items and persons that did not fit the model, it is recommended that: standardized testing procedures be adhered to, increased sample sizes be used, testing of the learners take place in the same month and the age of testees be taken into account in further studies. Other studies into the development of the traits that the test taps into of learners in this age group, the equivalence of the isiZulu translation and assumptions regarding “mother-tongue” are also vi recommended. Finally it is recommended that testees who performed strongly or weakly and who did not fit the model due to unwanted sources of variance be observed further. The Rasch analysis findings suggest that the JSAIS has some strong psychometric properties and that adaptation, translation and renorming of the test would be a worthwhile project to consider in the near future. Further to this, concerning the use of the test in the longitudinal panel research project, findings suggest that the VIQ 8 scale of the test is likely to be a fairly reliable and valid means of assessing the cognitive verbal functioning and development of the learners at the school over time, provided that it forms one part of a systemic multi-method assessment approach which takes context and development of the learners into account.
- Full Text:
A Rasch model analysis of the items on the VIQ8 scale of a Sesotho translated version of the JSAIS
- Authors: Blake, Bronwyn May
- Date: 2012-11-02
- Subjects: Verbal ability in children , Educational tests and measurements , School children - Intelligence testing , Junior South African Individual Scales , Rasch model analysis
- Type: Mini-Dissertation
- Identifier: uj:7298 , http://hdl.handle.net/10210/8038
- Description: M.Ed. (Educational Psychology) , Psychological assessment in the multicultural and multilingual society of South Africa presents many complex issues and concerns. One is the need for valid and reliable assessment measures relevant to the African population, specifically Foundation Phase Sesotho learners. This study forms part of a longitudinal research project which focuses on the cognitive development of children from a Soweto primary school. This particular investigation serves as a pilot study to help determine whether the translation and adaptation of an already existing measure, the Junior South African Individual Scales (JSAIS), will serve as a suitable assessment measure for this context and target group. This study aims to investigate the quality of the items on the verbal scale of a translated Sesotho version of the JSAIS and also reveal the verbal ability of the Grade 1 Sesotho learners of the Soweto primary school. To ascertain the quality of the items and the learners’ verbal ability, a Rasch analysis was conducted on the verbal subtest scores (Vocabulary, Picture Riddles and Word Association subtests) of the translated version of the JSAIS. The sample consisted of 29 Sesotho children between the ages of 5 and 7. The Rasch analysis revealed the difficulty of the items, the person ability, and the fit of both the items and persons to the model. The relationships between observed scores and the underlying trait were explored, as well as item and person reliability. Misfitting and overlapping items were identified, as was lack of item coverage. The results of this study show how the Rasch model can provide an in-depth understanding about the functionality and effectiveness of an adapted measure in terms of item difficulty and the participants’ underlying abilities. This study has revealed that the VIQ8 scale of the translated JSAIS is a valid and reliable measure, but requires further adaptations in order to make it a suitable instrument for Sesotho Foundation Phase learners.
- Full Text:
- Authors: Blake, Bronwyn May
- Date: 2012-11-02
- Subjects: Verbal ability in children , Educational tests and measurements , School children - Intelligence testing , Junior South African Individual Scales , Rasch model analysis
- Type: Mini-Dissertation
- Identifier: uj:7298 , http://hdl.handle.net/10210/8038
- Description: M.Ed. (Educational Psychology) , Psychological assessment in the multicultural and multilingual society of South Africa presents many complex issues and concerns. One is the need for valid and reliable assessment measures relevant to the African population, specifically Foundation Phase Sesotho learners. This study forms part of a longitudinal research project which focuses on the cognitive development of children from a Soweto primary school. This particular investigation serves as a pilot study to help determine whether the translation and adaptation of an already existing measure, the Junior South African Individual Scales (JSAIS), will serve as a suitable assessment measure for this context and target group. This study aims to investigate the quality of the items on the verbal scale of a translated Sesotho version of the JSAIS and also reveal the verbal ability of the Grade 1 Sesotho learners of the Soweto primary school. To ascertain the quality of the items and the learners’ verbal ability, a Rasch analysis was conducted on the verbal subtest scores (Vocabulary, Picture Riddles and Word Association subtests) of the translated version of the JSAIS. The sample consisted of 29 Sesotho children between the ages of 5 and 7. The Rasch analysis revealed the difficulty of the items, the person ability, and the fit of both the items and persons to the model. The relationships between observed scores and the underlying trait were explored, as well as item and person reliability. Misfitting and overlapping items were identified, as was lack of item coverage. The results of this study show how the Rasch model can provide an in-depth understanding about the functionality and effectiveness of an adapted measure in terms of item difficulty and the participants’ underlying abilities. This study has revealed that the VIQ8 scale of the translated JSAIS is a valid and reliable measure, but requires further adaptations in order to make it a suitable instrument for Sesotho Foundation Phase learners.
- Full Text:
Achievement of learners in the senior certificate examination at selected Muslim private schools
- Authors: Ebrahim, Nasser
- Date: 2011-12-06
- Subjects: Effective teaching , Educational tests and measurements , School management and organization , Muslim education (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:1826 , http://hdl.handle.net/10210/4187
- Description: M.Ed.
- Full Text:
- Authors: Ebrahim, Nasser
- Date: 2011-12-06
- Subjects: Effective teaching , Educational tests and measurements , School management and organization , Muslim education (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:1826 , http://hdl.handle.net/10210/4187
- Description: M.Ed.
- Full Text:
Assessment in natural sciences.
- Authors: Singh, Suresh Kamar
- Date: 2009-02-09T08:50:25Z
- Subjects: Competency based-education , Science study and teaching , Educational tests and measurements
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369928 , uj:8116 , http://hdl.handle.net/10210/2091
- Description: D.Ed. , This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.
- Full Text:
- Authors: Singh, Suresh Kamar
- Date: 2009-02-09T08:50:25Z
- Subjects: Competency based-education , Science study and teaching , Educational tests and measurements
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369928 , uj:8116 , http://hdl.handle.net/10210/2091
- Description: D.Ed. , This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.
- Full Text:
Die toetsing van kommunikatiewe vaardigheid in Afrikaans tweede taal op junior-sekondêre vlak
- Authors: Van Dam, Maria C.
- Date: 2014-11-19
- Subjects: Afrikaans language - Study and teaching (Primary) , Language arts (Primary) - Ability testing , Educational tests and measurements
- Type: Thesis
- Identifier: uj:12954 , http://hdl.handle.net/10210/12844
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Van Dam, Maria C.
- Date: 2014-11-19
- Subjects: Afrikaans language - Study and teaching (Primary) , Language arts (Primary) - Ability testing , Educational tests and measurements
- Type: Thesis
- Identifier: uj:12954 , http://hdl.handle.net/10210/12844
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
Dynamic cognitive assessment: investigating learning potential within the context of an academic institution
- Du Plessis, Graham Alexander
- Authors: Du Plessis, Graham Alexander
- Date: 2010-04-19T07:42:37Z
- Subjects: Educational tests and measurements , Students' intelligence testing , Academic achievement , Ability testing
- Type: Thesis
- Identifier: uj:6783 , http://hdl.handle.net/10210/3213
- Description: M.A. , The educational and psychometric contexts in South Africa are currently characterised by concerns pertaining to the potentially spurious influence of the challenges of cultural heterogeneity and of the redress of past and present disadvantagement. The present investigation forms a research response to these challenges as they relate to the practical utility of a dynamic assessment measure for the purpose of selecting students for curricula at a South African university. In response to a growing dissatisfaction with longstanding selection procedures and instruments, the utility of a dynamically derived learning potential score is explored and contrasted with the traditionally employed static intellective measure of the matriculation score. The present investigation serves to augment a growing body of research that asserts the capacity of dynamic assessment to surmount many of the criticisms typically associated with static assessment and to contribute novel and useful information regarding the intellective faculties of prospective university students. Within the context of the investigation 71 first year students enrolled for the BA Extended Degree at the University of Johannesburg were assessed using the static intellective measure of a matriculation score and the dynamically informed global learning potential score of the Ability, Processing of Information and Learning Battery Short Version (APIL-B SV). The utility of the dynamically derived learning potential score to predict academic performance during the first year of university study was examined and contrasted with the predictive efficacy of the static matriculation score. The empirically examined data served to support conjecture that a dynamic intellective measure demonstrated significant utility in predicting the future academic performance of first year university students. In addition, the ability of this measure to predict academic performance in a manner that had significant benefit over the traditionally employed static matriculation score was affirmed.
- Full Text:
- Authors: Du Plessis, Graham Alexander
- Date: 2010-04-19T07:42:37Z
- Subjects: Educational tests and measurements , Students' intelligence testing , Academic achievement , Ability testing
- Type: Thesis
- Identifier: uj:6783 , http://hdl.handle.net/10210/3213
- Description: M.A. , The educational and psychometric contexts in South Africa are currently characterised by concerns pertaining to the potentially spurious influence of the challenges of cultural heterogeneity and of the redress of past and present disadvantagement. The present investigation forms a research response to these challenges as they relate to the practical utility of a dynamic assessment measure for the purpose of selecting students for curricula at a South African university. In response to a growing dissatisfaction with longstanding selection procedures and instruments, the utility of a dynamically derived learning potential score is explored and contrasted with the traditionally employed static intellective measure of the matriculation score. The present investigation serves to augment a growing body of research that asserts the capacity of dynamic assessment to surmount many of the criticisms typically associated with static assessment and to contribute novel and useful information regarding the intellective faculties of prospective university students. Within the context of the investigation 71 first year students enrolled for the BA Extended Degree at the University of Johannesburg were assessed using the static intellective measure of a matriculation score and the dynamically informed global learning potential score of the Ability, Processing of Information and Learning Battery Short Version (APIL-B SV). The utility of the dynamically derived learning potential score to predict academic performance during the first year of university study was examined and contrasted with the predictive efficacy of the static matriculation score. The empirically examined data served to support conjecture that a dynamic intellective measure demonstrated significant utility in predicting the future academic performance of first year university students. In addition, the ability of this measure to predict academic performance in a manner that had significant benefit over the traditionally employed static matriculation score was affirmed.
- Full Text:
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.
- Full Text:
- 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.
- Full Text:
Evaluering en assessering in wiskunde-onderrig
- Authors: Van der Watt, Runa
- Date: 2012-09-12
- Subjects: Mathematics - Study and teaching , Teaching - Evaluation , Educational tests and measurements
- Type: Thesis
- Identifier: uj:10228 , http://hdl.handle.net/10210/7600
- Description: D.Ed. , During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view to improving the effectiveness of teaching and learning mathematics, the emphasis has shifted from the product to the process. The mathematical skills that need to be developed in pupils include strategies for the solving of real problems. This represents a shift from the application of mathematics to solve problems to problem solving as a teaching method. The application of a problemcentred approach in the teaching of mathematics has given rise to a need for instruments that will facilitate multidimensional assessment. This requires the revision, adaptation and expansion of the structure of existing assessment techniques. A need was identified for the formulation of clear guidelines for the assessment of pupils' mathematical competericies. Data obtained from relevant literature and from questionnaires designed for the purpose of this study were used to compile guidelines for the assessment and evaluation of mathematics pupils. New assessment methods make new demands on the designers and users of assessment instruments, and the assessment of pupils' problem solving skills make high demands on mathematics teachers. It requires a thorough knowledge of, and insight into how pupils learn mathematics. The teacher is a facilitator, a catalyst and a provider of information who teaches pupils the language of mathematics by teaching them the necessary terminology and symbolism. Because of the diversity that is present in the way pupils respond, the assessment of their problem-solving ability is a complex process. It is therefore very important that mathematics teachers be equipped with extensive assessment skills. Assessment is a complete reporting on the knowledge of the pupils; it is the tool employed to measure progress. It describes the present situation by collecting the data required for evaluation. Evaluation can be defined as the awarding of a value to progress made and conclusions arrived at on the basis of the total body of information collected. Every single facet that influences the pupils' achievement in mathematics must be assessed in order to form a complete image of their mathematical abilities. It is therefore essential to assess both cognitive and the affective facets. To ensure the reliability of the data collected with a view to assessment, a variety of assessment techniques need to be employed. Any report on the pupils' demonstration of the achievement of the desired outcomes must be more comprehensive than a single mark or symbol. Separate reports must be compiled in respect of cognitive progress and affective aspects. Pupils should receive clear guidelines on what the expected outcomes are, and on how and when assessment will be conducted. Criteria for monitoring the standard of assess .- ment must be formulated by the teacher, whose duty it is to inform the pupils fully on these. Validity and reliability are important considerations in testing. Assessment serves to emphasize the most important mathematics to be learned. The choice of assessment techniques is extremely important. A policy of continuous assessment ensures that the final decision is not based on the result of a single examination. However, promotion or the awarding of credits must be based on more than the result of a continuous formative assessment. Summative final examination assessment place the final stamp on knowledge, without which it would have been impossible to conduct an evaluation.
- Full Text:
- Authors: Van der Watt, Runa
- Date: 2012-09-12
- Subjects: Mathematics - Study and teaching , Teaching - Evaluation , Educational tests and measurements
- Type: Thesis
- Identifier: uj:10228 , http://hdl.handle.net/10210/7600
- Description: D.Ed. , During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view to improving the effectiveness of teaching and learning mathematics, the emphasis has shifted from the product to the process. The mathematical skills that need to be developed in pupils include strategies for the solving of real problems. This represents a shift from the application of mathematics to solve problems to problem solving as a teaching method. The application of a problemcentred approach in the teaching of mathematics has given rise to a need for instruments that will facilitate multidimensional assessment. This requires the revision, adaptation and expansion of the structure of existing assessment techniques. A need was identified for the formulation of clear guidelines for the assessment of pupils' mathematical competericies. Data obtained from relevant literature and from questionnaires designed for the purpose of this study were used to compile guidelines for the assessment and evaluation of mathematics pupils. New assessment methods make new demands on the designers and users of assessment instruments, and the assessment of pupils' problem solving skills make high demands on mathematics teachers. It requires a thorough knowledge of, and insight into how pupils learn mathematics. The teacher is a facilitator, a catalyst and a provider of information who teaches pupils the language of mathematics by teaching them the necessary terminology and symbolism. Because of the diversity that is present in the way pupils respond, the assessment of their problem-solving ability is a complex process. It is therefore very important that mathematics teachers be equipped with extensive assessment skills. Assessment is a complete reporting on the knowledge of the pupils; it is the tool employed to measure progress. It describes the present situation by collecting the data required for evaluation. Evaluation can be defined as the awarding of a value to progress made and conclusions arrived at on the basis of the total body of information collected. Every single facet that influences the pupils' achievement in mathematics must be assessed in order to form a complete image of their mathematical abilities. It is therefore essential to assess both cognitive and the affective facets. To ensure the reliability of the data collected with a view to assessment, a variety of assessment techniques need to be employed. Any report on the pupils' demonstration of the achievement of the desired outcomes must be more comprehensive than a single mark or symbol. Separate reports must be compiled in respect of cognitive progress and affective aspects. Pupils should receive clear guidelines on what the expected outcomes are, and on how and when assessment will be conducted. Criteria for monitoring the standard of assess .- ment must be formulated by the teacher, whose duty it is to inform the pupils fully on these. Validity and reliability are important considerations in testing. Assessment serves to emphasize the most important mathematics to be learned. The choice of assessment techniques is extremely important. A policy of continuous assessment ensures that the final decision is not based on the result of a single examination. However, promotion or the awarding of credits must be based on more than the result of a continuous formative assessment. Summative final examination assessment place the final stamp on knowledge, without which it would have been impossible to conduct an evaluation.
- Full Text:
Investigating students' experiences of examination as summative assessment for theoretical subjects at the Department of Industrial Design
- Authors: Dos Santos, Victor
- Date: 2012-06-08
- Subjects: Universities and colleges - Examinations , Educational tests and measurements , Education, Higher - Evaluation , College students - Rating of
- Type: Thesis
- Identifier: uj:8753 , http://hdl.handle.net/10210/5104
- Description: M.Ed. , The department of Industrial Design at the University of Johannesburg implements year-end written examinations for all of its theoretical subjects as a final summative assessment. This assessment process has remained largely unchanged since the inception of the course and remains an important period within the academic calendar. This method of assessment is the mainstay of the assessment process employed at the department with regard to the theoretical subjects offered. However, students’ experiences of this phenomenon are unknown. Reasons for this are varied but, primarily, a lack of open communication between lecturers and students as a result of the nature of the discipline has compromised deeper understanding of the student experience. Previous research regarding assessment within the broad art and design field has focussed intently on the subjective studio critique as a method of assessment of practical work. The results of previous research have, therefore, side lined investigation of written end-of-year examinations. It is with this in mind that the focus of this study is to investigate students’ experiences of written examination within the context of industrial design education. This study investigates written year-end examinations as a phenomenon and identifies possible linkages to Transformative Learning (TL) theory. That is to say, students’ experiences of examination are investigated as contextual experiences that may or may not bring about transformation in meaning structures that initiate critical reflection. According to TL theory, students who are able to reflect critically on experiences will be able to adopt and even accept different viewpoints. Such a changed viewpoint is critical to establish in order to understand if and how students learn through transformation as a result of their experiences of the phenomenon of written examination.
- Full Text:
- Authors: Dos Santos, Victor
- Date: 2012-06-08
- Subjects: Universities and colleges - Examinations , Educational tests and measurements , Education, Higher - Evaluation , College students - Rating of
- Type: Thesis
- Identifier: uj:8753 , http://hdl.handle.net/10210/5104
- Description: M.Ed. , The department of Industrial Design at the University of Johannesburg implements year-end written examinations for all of its theoretical subjects as a final summative assessment. This assessment process has remained largely unchanged since the inception of the course and remains an important period within the academic calendar. This method of assessment is the mainstay of the assessment process employed at the department with regard to the theoretical subjects offered. However, students’ experiences of this phenomenon are unknown. Reasons for this are varied but, primarily, a lack of open communication between lecturers and students as a result of the nature of the discipline has compromised deeper understanding of the student experience. Previous research regarding assessment within the broad art and design field has focussed intently on the subjective studio critique as a method of assessment of practical work. The results of previous research have, therefore, side lined investigation of written end-of-year examinations. It is with this in mind that the focus of this study is to investigate students’ experiences of written examination within the context of industrial design education. This study investigates written year-end examinations as a phenomenon and identifies possible linkages to Transformative Learning (TL) theory. That is to say, students’ experiences of examination are investigated as contextual experiences that may or may not bring about transformation in meaning structures that initiate critical reflection. According to TL theory, students who are able to reflect critically on experiences will be able to adopt and even accept different viewpoints. Such a changed viewpoint is critical to establish in order to understand if and how students learn through transformation as a result of their experiences of the phenomenon of written examination.
- Full Text:
Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa
- Authors: Mamba, Andile
- Date: 2013-07-24
- Subjects: Mathematics - Study and teaching (Secondary) - South Africa , Mathematics - Examinations - South Africa , Educational tests and measurements
- Type: Thesis
- Identifier: uj:7686 , http://hdl.handle.net/10210/8552
- Description: M.Ed. (Mathematics in Education) , In spite of the efforts of the South African government, the Gauteng Department of Education and many business and private funders to place a high emphasis on mathematics performance, the mathematics achievement of South African learners is still less than desirable. In fact, the results of the three Third International Mathematics and Science Study (TIMSS) (Howie, 2001, 2003) reports in 1995, 1999 and 2003 reported South African learners as the lowest performing in those tests; performing well below the international average amongst the countries that participated. The Southern African Consortium for Monitoring Quality 2004 and Center for Development in Education 2004, 2010 and 2011 reports results show similar results (Moloi, 2005). The research study sought to get a deep understanding of why learners1 continue to perform poorly, and what the factors are which contribute to poor performance. While there are a number of factors responsible for the poor performance, one of the least researched areas is answered examination scripts. This research entailed a detailed error analysis of four items of the 2008 mathematics paper 1 senior certificate examination scripts, to see the trends and patterns of written responses with regards to the types of errors made by learners. The study was aimed at investigating South African Grade 12 learners‘ errors exhibited when solving quadratic equations, quadratic inequalities and simultaneous equations. Findings of this investigation shed light of the kind of knowledge learners bring into their learning experiences and this knowledge affects how they encode and later retrieve new information learned (Davis, 1984). While the study was not a mixed methods one, the data was analysed quantitatively using frequency counts and qualitatively by studying selected learners‘ solution of examination tasks. The study also identified common errors in the learners‘ work. The four items analysed in the study comprised of questions from three important areas of algebra namely: quadratic equations, quadratic inequalities and simultaneous equations. The scripts were analysed for carelessness, conceptual and procedural errors. The learner misconceptions were discovered in learners‘ work; v these comprised the notions of equality and inequality, the construct of the variable, order of operations, factorisation, and solution of equations instead of inequalities. From this, the researcher noted that learners' learning difficulties are usually presented in the form of errors they show. Not all the errors that learners had are the same; some errors in procedures can simply be due to learners' carelessness or overloading working memory (Davis, 1984). Some errors in procedures can be caused by faulty algorithms or "buggy algorithms". Other errors can have certain conceptual basis and can be termed as ‗misconceptions‘. The results obtained indicated a number of error categories under each conceptual area, namely, quadratic equations and inequalities and simultaneous equations. Some errors emanated from misconceptions. Under the conceptual areas indicated above, the main reason for misconceptions seemed to be the lack of understanding of the basic concepts including numbers and numerical operations; functions; the order of operations; equality; algebraic symbolism; algebraic equations, expressions and inequalities; and difference between equations, expressions and inequalities. The abstract nature of algebraic expressions posed many problems to learners such as understanding or manipulating them according to accepted rules, procedures, or algorithms. Inadequate understanding of the uses of the equal sign and its properties when it is used in an equation was a major problem that hindered learners from solving equations correctly. The main difficulty in inequalities was manipulating the inequalities correctly and converting the inequality to an equation. Recommendations to the mathematics educational community based on this research were made.
- Full Text:
- Authors: Mamba, Andile
- Date: 2013-07-24
- Subjects: Mathematics - Study and teaching (Secondary) - South Africa , Mathematics - Examinations - South Africa , Educational tests and measurements
- Type: Thesis
- Identifier: uj:7686 , http://hdl.handle.net/10210/8552
- Description: M.Ed. (Mathematics in Education) , In spite of the efforts of the South African government, the Gauteng Department of Education and many business and private funders to place a high emphasis on mathematics performance, the mathematics achievement of South African learners is still less than desirable. In fact, the results of the three Third International Mathematics and Science Study (TIMSS) (Howie, 2001, 2003) reports in 1995, 1999 and 2003 reported South African learners as the lowest performing in those tests; performing well below the international average amongst the countries that participated. The Southern African Consortium for Monitoring Quality 2004 and Center for Development in Education 2004, 2010 and 2011 reports results show similar results (Moloi, 2005). The research study sought to get a deep understanding of why learners1 continue to perform poorly, and what the factors are which contribute to poor performance. While there are a number of factors responsible for the poor performance, one of the least researched areas is answered examination scripts. This research entailed a detailed error analysis of four items of the 2008 mathematics paper 1 senior certificate examination scripts, to see the trends and patterns of written responses with regards to the types of errors made by learners. The study was aimed at investigating South African Grade 12 learners‘ errors exhibited when solving quadratic equations, quadratic inequalities and simultaneous equations. Findings of this investigation shed light of the kind of knowledge learners bring into their learning experiences and this knowledge affects how they encode and later retrieve new information learned (Davis, 1984). While the study was not a mixed methods one, the data was analysed quantitatively using frequency counts and qualitatively by studying selected learners‘ solution of examination tasks. The study also identified common errors in the learners‘ work. The four items analysed in the study comprised of questions from three important areas of algebra namely: quadratic equations, quadratic inequalities and simultaneous equations. The scripts were analysed for carelessness, conceptual and procedural errors. The learner misconceptions were discovered in learners‘ work; v these comprised the notions of equality and inequality, the construct of the variable, order of operations, factorisation, and solution of equations instead of inequalities. From this, the researcher noted that learners' learning difficulties are usually presented in the form of errors they show. Not all the errors that learners had are the same; some errors in procedures can simply be due to learners' carelessness or overloading working memory (Davis, 1984). Some errors in procedures can be caused by faulty algorithms or "buggy algorithms". Other errors can have certain conceptual basis and can be termed as ‗misconceptions‘. The results obtained indicated a number of error categories under each conceptual area, namely, quadratic equations and inequalities and simultaneous equations. Some errors emanated from misconceptions. Under the conceptual areas indicated above, the main reason for misconceptions seemed to be the lack of understanding of the basic concepts including numbers and numerical operations; functions; the order of operations; equality; algebraic symbolism; algebraic equations, expressions and inequalities; and difference between equations, expressions and inequalities. The abstract nature of algebraic expressions posed many problems to learners such as understanding or manipulating them according to accepted rules, procedures, or algorithms. Inadequate understanding of the uses of the equal sign and its properties when it is used in an equation was a major problem that hindered learners from solving equations correctly. The main difficulty in inequalities was manipulating the inequalities correctly and converting the inequality to an equation. Recommendations to the mathematics educational community based on this research were made.
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Outcomes-based assessment as a non-reflection of learner performance
- Singaram, Devapragasen Tyrone
- Authors: Singaram, Devapragasen Tyrone
- Date: 2009-04-30T09:26:47Z
- Subjects: Educational tests and measurements , Competency-based education
- Type: Mini-Dissertation
- Identifier: uj:8334 , http://hdl.handle.net/10210/2460
- Description: M.Ed. , Changes in learner assessment practices that accompanied the introduction of Outcomes-Based Education (OBE) have been subject to a huge amount of controversy and dissatisfaction amongst many South African teachers in public schools in recent years. Outcomes -Based Assessment (OBA) in particular has been a source of great frustration for most teachers. The huge administrative workloads that accompanied OBA, the changing contexts of educational institutions, the poor quality of teacher training in preparation for OBE has made it very difficult for most teachers to move from traditional teaching practices and assessment methods to OBE teaching practices and learner assessment methods. Studies conducted in South Africa and abroad provide evidence that adaptation to OBE has been difficult, and it is evident that teachers in countries where OBE was introduced faced similar problems. Given these circumstances, this inquiry focuses specifically on OBA. It aims at establishing whether OBA practices are a true reflection of a learner’s performance given the difficulties that teachers experience with regard to the implementation of these assessment practices. Conversations, follow-up interviews and classroom observation sessions have been used to construct narratives of teachers’ experiences of OBA. These stories are interpretations of the data gathered through the interactions with the participants, and provide responses to the research question, which aims to establish whether OBA is a reflection of the learners’ performance and whether learner assessment on paper correlates with what is done in practice. Clandinin and Connelly (2000: 49) are proponents of what they refer to as the metaphorical three dimensional inquiry space as a research framework in narrative inquiry, where the experiences of the participants are captured in the temporal, social and contextual dimensions. I worked within the parameters of this metaphorical three dimensional inquiry space to create narratives of the participant’s experiences using their inward and outward experiences to create stories of their past, present and future learner assessment practices in the hope that this would inform educationists of the value of having an insight into, and understanding of, the teacher practitioners’ experiences and perspectives in order to ensure that assessment practices can be reconciled with policy in the ever changing educational contexts of the twenty-first century.
- Full Text:
- Authors: Singaram, Devapragasen Tyrone
- Date: 2009-04-30T09:26:47Z
- Subjects: Educational tests and measurements , Competency-based education
- Type: Mini-Dissertation
- Identifier: uj:8334 , http://hdl.handle.net/10210/2460
- Description: M.Ed. , Changes in learner assessment practices that accompanied the introduction of Outcomes-Based Education (OBE) have been subject to a huge amount of controversy and dissatisfaction amongst many South African teachers in public schools in recent years. Outcomes -Based Assessment (OBA) in particular has been a source of great frustration for most teachers. The huge administrative workloads that accompanied OBA, the changing contexts of educational institutions, the poor quality of teacher training in preparation for OBE has made it very difficult for most teachers to move from traditional teaching practices and assessment methods to OBE teaching practices and learner assessment methods. Studies conducted in South Africa and abroad provide evidence that adaptation to OBE has been difficult, and it is evident that teachers in countries where OBE was introduced faced similar problems. Given these circumstances, this inquiry focuses specifically on OBA. It aims at establishing whether OBA practices are a true reflection of a learner’s performance given the difficulties that teachers experience with regard to the implementation of these assessment practices. Conversations, follow-up interviews and classroom observation sessions have been used to construct narratives of teachers’ experiences of OBA. These stories are interpretations of the data gathered through the interactions with the participants, and provide responses to the research question, which aims to establish whether OBA is a reflection of the learners’ performance and whether learner assessment on paper correlates with what is done in practice. Clandinin and Connelly (2000: 49) are proponents of what they refer to as the metaphorical three dimensional inquiry space as a research framework in narrative inquiry, where the experiences of the participants are captured in the temporal, social and contextual dimensions. I worked within the parameters of this metaphorical three dimensional inquiry space to create narratives of the participant’s experiences using their inward and outward experiences to create stories of their past, present and future learner assessment practices in the hope that this would inform educationists of the value of having an insight into, and understanding of, the teacher practitioners’ experiences and perspectives in order to ensure that assessment practices can be reconciled with policy in the ever changing educational contexts of the twenty-first century.
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Portfolios as tools for support in university skills development : experiences of foundation students in University Preparation (Uniprep) at RAU
- Authors: Karsten, Ilse
- Date: 2012-02-06
- Subjects: Portfolios in education , Educational tests and measurements
- Type: Mini-Dissertation
- Identifier: uj:2038 , http://hdl.handle.net/10210/4389
- Description: M.Ed.
- Full Text:
- Authors: Karsten, Ilse
- Date: 2012-02-06
- Subjects: Portfolios in education , Educational tests and measurements
- Type: Mini-Dissertation
- Identifier: uj:2038 , http://hdl.handle.net/10210/4389
- Description: M.Ed.
- Full Text:
The implementation of adaptive methods of assessment (particularly amanuenses) at four schools in the Gauteng East District of the Department of Education
- Authors: Venter, Ronelle Dalene
- Date: 2012-11-02
- Subjects: Educational tests and measurements , Children with disabilities - Education (Primary) , Learning disabled children - Education (Primary) , Mainstreaming in education
- Type: Thesis
- Identifier: uj:7308 , http://hdl.handle.net/10210/8047
- Description: D.Ed. , This study focuses on disability and specific learning difficulties as barriers to learning. With the introduction of inclusive education in South Africa, the fundamental rights of learners with disabilities to access educational opportunities equal to their non-disabled peers, were recognised. Many learners with physical disabilities and specific learning difficulties started attending mainstream schools, instead of being referred to special schools. The inclusion of these learners brought about many challenges to them, as well as to their teachers. It was now expected from teachers to make instructional, curriculum and assessment adaptions, in order to support and assist learners with a variety of disabilities and learning difficulties and to cater for their diverse needs. Learners with physical-, sensory- or neurological disabilities, as well as those with specific learning difficulties, may experience reading and writing difficulties which prevent them from giving a true reflection of their acquired knowledge in classroom tests and examinations. These barriers to learning are therefore causing barriers to assessment. The purpose of adaptive methods of assessment (also called special concessions) is to minimize the effects of a learner’s intrinsic or extrinsic barriers upon assessment performance and to place him/her on par with other learners. It provides the opportunity for learners experiencing barriers to assessment, to participate in the assessment process and to reach their full potential - which is in accordance to an inclusive learning community. Therefore, it is imperative that teachers should be familiar with the various types of disabilities and learning difficulties, as well as the appropriate special concessions that should be implemented, should a learner experience a barrier to assessment. The purpose of this research study was to explore and describe Grade 7 teachers’ understanding and implementation of adaptive methods of assessment (particularly amanuenses), for learners with reading and writing difficulties. A qualitative research study from an interpretative research paradigm was conducted. In this study I used a qualitative case study design. Sixteen teachers from four primary schools, as well as the four principals of the respective schools in the district of Gauteng East, were selected purposively as participants. Openended questionnaires, focus group interviews, observations and field notes, as well as document analysis of the schools’ assessment policies, were used as methods of data collection. The data was transcribed and analysed, using Tesch’s method of open coding and was interpreted on the basis of the literature.
- Full Text:
- Authors: Venter, Ronelle Dalene
- Date: 2012-11-02
- Subjects: Educational tests and measurements , Children with disabilities - Education (Primary) , Learning disabled children - Education (Primary) , Mainstreaming in education
- Type: Thesis
- Identifier: uj:7308 , http://hdl.handle.net/10210/8047
- Description: D.Ed. , This study focuses on disability and specific learning difficulties as barriers to learning. With the introduction of inclusive education in South Africa, the fundamental rights of learners with disabilities to access educational opportunities equal to their non-disabled peers, were recognised. Many learners with physical disabilities and specific learning difficulties started attending mainstream schools, instead of being referred to special schools. The inclusion of these learners brought about many challenges to them, as well as to their teachers. It was now expected from teachers to make instructional, curriculum and assessment adaptions, in order to support and assist learners with a variety of disabilities and learning difficulties and to cater for their diverse needs. Learners with physical-, sensory- or neurological disabilities, as well as those with specific learning difficulties, may experience reading and writing difficulties which prevent them from giving a true reflection of their acquired knowledge in classroom tests and examinations. These barriers to learning are therefore causing barriers to assessment. The purpose of adaptive methods of assessment (also called special concessions) is to minimize the effects of a learner’s intrinsic or extrinsic barriers upon assessment performance and to place him/her on par with other learners. It provides the opportunity for learners experiencing barriers to assessment, to participate in the assessment process and to reach their full potential - which is in accordance to an inclusive learning community. Therefore, it is imperative that teachers should be familiar with the various types of disabilities and learning difficulties, as well as the appropriate special concessions that should be implemented, should a learner experience a barrier to assessment. The purpose of this research study was to explore and describe Grade 7 teachers’ understanding and implementation of adaptive methods of assessment (particularly amanuenses), for learners with reading and writing difficulties. A qualitative research study from an interpretative research paradigm was conducted. In this study I used a qualitative case study design. Sixteen teachers from four primary schools, as well as the four principals of the respective schools in the district of Gauteng East, were selected purposively as participants. Openended questionnaires, focus group interviews, observations and field notes, as well as document analysis of the schools’ assessment policies, were used as methods of data collection. The data was transcribed and analysed, using Tesch’s method of open coding and was interpreted on the basis of the literature.
- Full Text:
The management of the quality assurance of school based assessment at a national level in South Africa
- Authors: Poliah, Rufus Rajaharam
- Date: 2011-06-22T10:19:00Z
- Subjects: School-based assessment , Education standards evaluation , Educational tests and measurements , Quality assurance
- Type: Thesis
- Identifier: uj:7092 , http://hdl.handle.net/10210/3688
- Description: D. Phil. , School based assessment (SBA) or continuous assessment (CASS) as it is often referred to, includes all forms of assessment conducted by the teacher, at the classroom level, which are then collated for summative judgment purposes to feed into the exit point assessment result. Internationally there has been a search for more authentic forms of assessment and South Africa has also explored alternative forms of assessment so that the final assessment is not dominated by a once-off external summative examination. SBA was officially introduced as part of the assessment regime for the award of the Senior Certificate, in the South African education system, in 2001 and has subsequently been included as part of the assessment requirement for the National Senior Certificate (NSC) that replaced the Senior Certificate, in 2008. As much as SBA allows for a broader form of assessment of learning, it reduces the reliability of assessment and claims have been made that it impacts on the public confidence and credibility of the certificate. This is as a result of assessment now being conducted by teachers in the classroom, who are poorly equipped to implement SBA. Umalusi, the Quality Assurance Council, responsible for the final standard and quality of exit assessment has raised concerns about the reliability of SBA and therefore, to guard the credibility of the Senior Certificate and the National Senior Certificate, the Council has statistically moderated the SBA marks using the examination marks as a benchmark. This form of moderation has been regarded as not being the most appropriate, since it undermines the essence and purpose of this form of assessment. Therefore this study attempts to review the current form of quality assurance of SBA as it is implemented across all provincial education departments (PEDS), so as to develop an improved model for the quality assurance of SBA. In order to adequately contextualise the study, two of the key components of this study, that is, school based assessment (SBA) and quality assurance, were explored in detail in chapter two of the study. This chapter also evaluated the strengths and weaknesses of SBA, and then focused on the implementation and management of SBA in South Africa, its current status and challenges. The major challenges facing the South African schooling system, with regard to SBA, relate to: (a) the lack of a clear understanding of the specific purpose of SBA; (b) the policies, structures and processes for the implementation of SBA are grossly inadequate; (c) the reliance on statistical moderation of SBA has resulted in a lack of motivation to improve the quality of SBA; and therefore there is a need for creative thinking to ensure fairness in SBA.
- Full Text:
- Authors: Poliah, Rufus Rajaharam
- Date: 2011-06-22T10:19:00Z
- Subjects: School-based assessment , Education standards evaluation , Educational tests and measurements , Quality assurance
- Type: Thesis
- Identifier: uj:7092 , http://hdl.handle.net/10210/3688
- Description: D. Phil. , School based assessment (SBA) or continuous assessment (CASS) as it is often referred to, includes all forms of assessment conducted by the teacher, at the classroom level, which are then collated for summative judgment purposes to feed into the exit point assessment result. Internationally there has been a search for more authentic forms of assessment and South Africa has also explored alternative forms of assessment so that the final assessment is not dominated by a once-off external summative examination. SBA was officially introduced as part of the assessment regime for the award of the Senior Certificate, in the South African education system, in 2001 and has subsequently been included as part of the assessment requirement for the National Senior Certificate (NSC) that replaced the Senior Certificate, in 2008. As much as SBA allows for a broader form of assessment of learning, it reduces the reliability of assessment and claims have been made that it impacts on the public confidence and credibility of the certificate. This is as a result of assessment now being conducted by teachers in the classroom, who are poorly equipped to implement SBA. Umalusi, the Quality Assurance Council, responsible for the final standard and quality of exit assessment has raised concerns about the reliability of SBA and therefore, to guard the credibility of the Senior Certificate and the National Senior Certificate, the Council has statistically moderated the SBA marks using the examination marks as a benchmark. This form of moderation has been regarded as not being the most appropriate, since it undermines the essence and purpose of this form of assessment. Therefore this study attempts to review the current form of quality assurance of SBA as it is implemented across all provincial education departments (PEDS), so as to develop an improved model for the quality assurance of SBA. In order to adequately contextualise the study, two of the key components of this study, that is, school based assessment (SBA) and quality assurance, were explored in detail in chapter two of the study. This chapter also evaluated the strengths and weaknesses of SBA, and then focused on the implementation and management of SBA in South Africa, its current status and challenges. The major challenges facing the South African schooling system, with regard to SBA, relate to: (a) the lack of a clear understanding of the specific purpose of SBA; (b) the policies, structures and processes for the implementation of SBA are grossly inadequate; (c) the reliance on statistical moderation of SBA has resulted in a lack of motivation to improve the quality of SBA; and therefore there is a need for creative thinking to ensure fairness in SBA.
- Full Text:
The use of cognitively targeted assessment instruments in the psycho-educational assessment of low achievers in mathematics
- Authors: Uitzinger, Christian
- Date: 2016
- Subjects: Educational tests and measurements , Mathematics - Study and teaching , Slow learning children
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214682 , uj:21312
- Description: Abstract: This study has been informed by theoretical developments in the expanding field of mathematical cognition, which has led to a greater understanding of how arithmetic is implemented in the brain. This in turn has led to the development of cognitively targeted assessment instruments. These instruments aim to identify deficits in numerical and other cognitive systems. The objective of this study was to investigate the use of these instruments in the psycho-educational assessment of low achievers in the subject of mathematics. Ultimately, this study sought to ascertain whether or not these assessment instruments, together with an understanding of the theory that has informed their development, would be useful to educational psychologists in their support of learners who struggle with mathematics. This study set out to investigate this question by assessing grade eight learners who were achieving below to significantly below average marks in mathematics, with three cognition based instruments and one achievement test. A comparative analysis of the result of all participants on each assessment instrument was presented. The participants were then grouped into one of four profiles, based on similar patterns emerging in the results. An integrated discussion of each of the four profiles was given. The discussions described support strategies based on the empirical findings of the assessments. Suggested support strategies for each of the profiles is different, which confirmed that the results of these assessment instruments should enable an educational psychologist to get a better understanding of what is actually being dealt with, which should make intervention and support more focused and less of a hit and miss approach. This study therefore recommends that educational psychologists firstly familiarize themselves with mathematical cognition theory, particularly the theories of Dehaene (2011) and Butterworth (1997 & 2003). Secondly, that measures of mathematical cognition, such as the Dyscalculia Screener and the Number Discrimination Task, form part of psycho-educational assessment procedures for learners who are struggling with mathematics. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Uitzinger, Christian
- Date: 2016
- Subjects: Educational tests and measurements , Mathematics - Study and teaching , Slow learning children
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214682 , uj:21312
- Description: Abstract: This study has been informed by theoretical developments in the expanding field of mathematical cognition, which has led to a greater understanding of how arithmetic is implemented in the brain. This in turn has led to the development of cognitively targeted assessment instruments. These instruments aim to identify deficits in numerical and other cognitive systems. The objective of this study was to investigate the use of these instruments in the psycho-educational assessment of low achievers in the subject of mathematics. Ultimately, this study sought to ascertain whether or not these assessment instruments, together with an understanding of the theory that has informed their development, would be useful to educational psychologists in their support of learners who struggle with mathematics. This study set out to investigate this question by assessing grade eight learners who were achieving below to significantly below average marks in mathematics, with three cognition based instruments and one achievement test. A comparative analysis of the result of all participants on each assessment instrument was presented. The participants were then grouped into one of four profiles, based on similar patterns emerging in the results. An integrated discussion of each of the four profiles was given. The discussions described support strategies based on the empirical findings of the assessments. Suggested support strategies for each of the profiles is different, which confirmed that the results of these assessment instruments should enable an educational psychologist to get a better understanding of what is actually being dealt with, which should make intervention and support more focused and less of a hit and miss approach. This study therefore recommends that educational psychologists firstly familiarize themselves with mathematical cognition theory, particularly the theories of Dehaene (2011) and Butterworth (1997 & 2003). Secondly, that measures of mathematical cognition, such as the Dyscalculia Screener and the Number Discrimination Task, form part of psycho-educational assessment procedures for learners who are struggling with mathematics. , M.Ed. (Educational Psychology)
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Using assistive technology in supporting a learner with learning barriers during assessments
- Authors: Millman, Delayne
- Date: 2021
- Subjects: Learning disabilities , Neurobehavioral disorders - Education , Educational tests and measurements , Attention-deficit hyperactivity disorder
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/488721 , uj:44533
- Description: Abstract: Learners with barriers to learning are often placed at a disadvantage in educational environments. Learners with neurodevelopmental disorders such as ADHD and SLD, frequently underperform, especially during assessments, compared to their agerelated peers. In recognising that all learners have the right to an education, the DOE drafted and implemented the Screening, Identification, Assessment, and Support (SIAS) policy in 2014. This policy aims to provide a framework for identifying and addressing barriers to learning through collaborative, individualised support plans. Through the SIAS policy, a range of accommodations are available to support learners with barriers to learning. This study investigated how assistive technology (AT) could be utilised during assessments to support one specific learner through a qualitative case study design. Multiple data collection methods were used to produce a detailed report of a Grade 8 learner with barriers at a remedial school using AT during assessments. The study revealed several challenges with providing accommodation support and highlighted the critical importance of individually adapted support plans. These challenges with staffing, scheduling, availability of separate venues, training and implementation, individual differences as well as specific device features. AT exists on a continuum, ranging from low-tech to high-tech. As such, a range of ATs can benefit learners with barriers when they are carefully considered in relation to each assessment and individual's demands. When considering the allocation of accommodations to support a learner with barriers, individual circumstances such as diagnostic features, preferences, perceptions, competencies, and technological skills and support needs must be carefully considered. In addition, social and contextual factors such as organisational and community perceptions, policies, competencies and practices, as well as infrastructure, are vital contributors towards ensuring the effectiveness of the support provided. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Millman, Delayne
- Date: 2021
- Subjects: Learning disabilities , Neurobehavioral disorders - Education , Educational tests and measurements , Attention-deficit hyperactivity disorder
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/488721 , uj:44533
- Description: Abstract: Learners with barriers to learning are often placed at a disadvantage in educational environments. Learners with neurodevelopmental disorders such as ADHD and SLD, frequently underperform, especially during assessments, compared to their agerelated peers. In recognising that all learners have the right to an education, the DOE drafted and implemented the Screening, Identification, Assessment, and Support (SIAS) policy in 2014. This policy aims to provide a framework for identifying and addressing barriers to learning through collaborative, individualised support plans. Through the SIAS policy, a range of accommodations are available to support learners with barriers to learning. This study investigated how assistive technology (AT) could be utilised during assessments to support one specific learner through a qualitative case study design. Multiple data collection methods were used to produce a detailed report of a Grade 8 learner with barriers at a remedial school using AT during assessments. The study revealed several challenges with providing accommodation support and highlighted the critical importance of individually adapted support plans. These challenges with staffing, scheduling, availability of separate venues, training and implementation, individual differences as well as specific device features. AT exists on a continuum, ranging from low-tech to high-tech. As such, a range of ATs can benefit learners with barriers when they are carefully considered in relation to each assessment and individual's demands. When considering the allocation of accommodations to support a learner with barriers, individual circumstances such as diagnostic features, preferences, perceptions, competencies, and technological skills and support needs must be carefully considered. In addition, social and contextual factors such as organisational and community perceptions, policies, competencies and practices, as well as infrastructure, are vital contributors towards ensuring the effectiveness of the support provided. , M.Ed. (Educational Psychology)
- Full Text:
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