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dc.contributor.advisorDu Toit, E. R.
dc.contributor.advisorDu Toit, G. F.
dc.contributor.authorBrown, Stephen Pieter
dc.date.accessioned2015-10-28T09:34:17Z
dc.date.available2015-10-28T09:34:17Z
dc.date.copyright2011-08-31
dc.date.issued2014-05-17
dc.date.submitted2011-08-31
dc.identifier.urihttp://hdl.handle.net/11660/1462
dc.description.abstractEnglish: South Africa’s performance record in the international arena together with reports of national quality assurance bodies released in recent years have highlighted the alarmingly poor results in the educational accomplishments specifically amongst learners in the further education and training school sector. An analysis of school learning achievements compared to national and international benchmarks has indicated that an improvement in the quality of learning output remains one of the biggest challenges facing the South African educational system. Finding means to improve the performance of learners as well as the quality of the education learners receive is a major priority for all stakeholders. Despite vigorous attempts of the national department (DoE) to develop initiatives and programs aimed at improving learner achievements, minimal progress has been achieved. Umalusi, the quality assurance body for Further Education and Training (FET), intends to address this problem as one of its top priorities. Existing literature indicate that strengthening the assessment practices currently employed could result in improved teaching, learning and assessment whilst simultaneously enhancing quality assurance in schools. There is a marked variation in performance of schools throughout the country. An attempt was therefore made to identify constraints leading to the different performance levels of schools. Schools for the research were selected from different categories: good, average and low performing schools based on the performance of their 2009 grade 12 results. The goal this study pursued was to provide a theoretical underpinning of assessment at school level from a quality assurance perspective. Information assimilated from contemporary literature, was utilised to develop a questionnaire with the aim to investigate teachers’ awareness of quality assurance measures that should be implemented during assessment practices in schools. Additionally, it aimed to determine whether teachers assess learners in totality and also to investigate the extent of quality assurance measures being employed. A qualitative study was also conducted to strengthen the quantitative findings. Results indicated that various constraints impeding the implementation and application of quality assurance were present and that these constraints affected the performances of the learner. This was made evident in the data analysis where teachers of the different school groupings were compared in respect of their awareness and understanding of assessment and quality assurance measures. Findings of what were considered good assessment practices in the study were compared with those in the existing literature review which enabled the researchers to make recommendations pertaining to the improvement of assessment practices and enhancement of quality assurance.en_ZA
dc.description.abstractAfrikaans: Suid-Afrika se prestasierekord in die internasionale arena, asook verslae van Umalusi, die nasionale gehalteversekeringsliggaam vir voortgesette onderwys en opleiding (VOO), het die afgelope jare die land se sorgwekkend lae onderwysprestasies, veral onder leerlinge in die VOO-skoolstelsel, uitgelig. Die ontleding van leerprestasie teenoor nasionale en internasionale maatstawwe, het gewys dat 'n verbetering in die gehalte van leeruitsette, een van die grootste uitdagings is wat die Suid-Afrikaanse onderwysstelsel in die gesig staar. 'n Hoofprioriteit vir alle rolspelers, is om maniere te vind om leerlinge se prestasies en die gehalte van die onderwys wat hulle ontvang, te verbeter. Ten spyte van verbete pogings deur die departement van onderwys (DoE) om 'n aantal inisiatiewe en programme te ontwikkel wat gemik is op die verbetering van die prestasie van leerlinge, is geen verbeterings aangebring nie. Die aanspreek van hierdie bepaalde probleem is ook een van Umalusi se top-prioriteite. Bestaande literatuur doen aan die hand dat die versterking van die assesseringspraktyke wat tans toegepas word, tot verbeterde onderwys leer en assessering kan lei, terwyl dit gehalteversekering in skole kan bevorder. Skole regdeur die land toon groot verskille ten opsigte van prestasie en daarom is gepoog om die beperkinge te identifiseer wat die prestasievlak in skole kan beïnvloed. In opvolging hiervan, het die navorser sekere skole uit elk van die volgende kategorieë geïdentifiseer: hoë-prestasie skole, gemiddelde-prestasie skole en lae-prestasie skole - gebaseer op hulle prestasie ten opsigte van die graad 12-resultate in 2009. Die doel van hierdie studie was om 'n teoretiese begronding van assessering op skoolvlak daar te stel vanuit 'n gehalte versekeringsperspektief, waaruit inligting verkry kon word om te gebruik vir die saamstel van 'n vraelys om onderwysers se bewustheid van die gehalteversekeringsmaatstawwe wat gedurende assesseringspraktyke in skole toegepas moet word, te ondersoek. Bo en behalwe dit, is daar gepoog om vas te stel of onderwysers leerlinge in totaliteit assesseer en om die mate waarin gehalteversekeringsmaatstawwe benut word, te ondersoek. Daar is ook 'n kwalitatiewe studie gedoen om die kwantitatiewe bevindings te rugsteun. Die bevindings het getoon dat verskeie beperkinge van krag is wat die implementering van gehalteversekering en die mate waartoe dit benut word strem en dat sodanige beperkinge wel 'n invloed uitoefen op leerlinge se prestasies. Dit wys duidelik in die data-analise as onderwysers van die verskillende skoolgroepe vergelyk word ten opsigte van hulle bewustheid en begrip van assessering en gehalteversekering. Die bevindings van hierdie studie ten opsigte van wat as goeie assesseringspraktyke beskou kan word, is vergelyk met die bevindings van die bestaande literatuur in dié verband. Sowel kwantitatiewe as kwalitatiewe data-stelle is gebruik om bevindings in die literatuur te verduidelik en om die navorser in staat te stel om bepaalde aanbevelings te doen met betrekking tot assesseringspraktyke en die bevordering daarvan.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectEducational evaluation -- South Africaen_ZA
dc.subjectCurriculum-based assessment -- South Africaen_ZA
dc.subjectEducational tests and measurements -- South Africa -- Evaluationen_ZA
dc.subjectQuality assuranceen_ZA
dc.subjectEducation, Secondary -- South Africa -- Quality controlen_ZA
dc.subjectDissertation (M.Ed. (Curriculum studies))--University of the Free State, 2011en_ZA
dc.titleAssessment in the further education and training school sector: a quality assurance perspectiveen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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