PiE 2014 Volume 32 Issue 1

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http://hdl.handle.net/11660/2640

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Browsing PiE 2014 Volume 32 Issue 1 by Subject "Assessment"

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    A model for assessment: integrating external monitoring with classroombased practice
    (Faculty of Education, University of the Free State, 2014) Long, Caroline; Dunne, Tim; Mokoena, Gabriel
    was that the quality of education would improve. Assessment instruments in the form of written tests were constructed in order to perform a monitoring function. The introduction of standards and the associated monitoring have been replicated in South Africa. It was intended that these elements would result in a more equitable education across the country. In neither of these countries has this process borne the results expected. The lack of substantive progress may be due to the fact that socioeconomic disadvantage and, therefore, opportunity to learn, has not been addressed. It may also be that systemic-type assessments have little meaning for the teachers, and bear little relation to classroom assessments; the perceived lack of relevance resulting in a lack of commitment to the process. Our education system is in need of serious deliberations about the broad curriculum goals relevant to society, a classroom environment that is conducive to learning and an assessment model that supports instruction. Within the assessment model we propose an instrument design that supports instruction. The assessment model includes a monitoring component, a formative component and a professional development component. We propose an assessment process where general trends can be reported for systemic purposes but also that the results of the individual learner progress obtained through both a monitoring and a formative component, are to be suitable for engagement by teachers. We honour the central teacher role in communicating both the emerging teaching successes and the currently troublesome areas of classroom learning challenges.
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    Questioning the validity of inquiry assessment in a high stakes Physical Sciences examination
    (Faculty of Education, University of the Free State, 2014) Ramnarain, Umesh
    The South African science curriculum advocates an inquiry-based approach to practical work. Inquiry is a complex and multifaceted activity involving both cognitive and physical activity; thus, paper-and-pencil items do not provide the authentic context for this assessment. This study investigates the construct validity of inquiryrelated questions in three national Grade 12 Physical Sciences examinations. Clarity about what is being assessed and how well a test samples a construct are critical to validity. The analysis that was guided by Stobart’s conceptualisation of construct validity revealed that, to a large extent, inquiry-related questions exhibited threats to validity. The identified threats were categorised as contested validity, unclear validity and construct irrelevance. The findings of this study suggest that greater attention needs to be paid to the formulation of inquiry-related questions in written tests and examinations.