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dc.contributor.advisorNiemann, S. M.
dc.contributor.advisorKotze, G. S.
dc.contributor.authorMarais, Nalize
dc.date.accessioned2018-05-10T08:53:27Z
dc.date.available2018-05-10T08:53:27Z
dc.date.issued2007-06
dc.identifier.urihttp://hdl.handle.net/11660/8264
dc.description.abstractEnglish: Article 1 Education in South Africa has undergone major transformations, in which the search for quality has remained dominant. Assessment quality is related to the continuous improvement of teachers' competencies in order to provide education which would address the needs of its customers (teachers and learners). Numerous evidence exists that outcomes-based assessment seems to be problem among teachers and research has revealed that quality management could be the vehicle to improve the quality of assessment in schools. In terms of Total Quality Management, aspects such as the focus upon customer needs and the quest for continuous improvement through staff development by the organisational leader (principal), could make a valuable contribution to quality education in the Free State Province. A preliminary study revealed the relationship between staff development and teachers' attitudes towards outcomes-based assessment. Thereafter, a hypothesis was tested by means of the t-test to determine the efficacy of staff development as a vehicle for continuous improvement in schools. Furthermore a number of qualitative responses revealed respondents' views on staff development and exposed teachers' expectations from their school leaders to improve the quality of their assessment practices in Free State primary schools. Article 2 Quality in an organisation to a large extent depends on the leader who has to manage a system towards continuous improvement. A literature study revealed that the principles of Quality Management can be applied to manage the quality of assessment in schools. A preliminary study revealed that Free State teachers have a need for support and guidance to improve assessment practices in their schools. However, official South African documentation has not assigned assessment leaders in schools who can take the responsibility and manage the quality of assessment. Questionnaires were used to conduct an empirical investigation. The data was computed by means of linear regression, ANOVA as well as a Bonferroni post hoc test to determine the extent to which principals can contribute to quality teaching in Free State schools. The empirical investigation revealed teachers' need for assessment leaders who can inter alia create opportunities for staff development and establish a culture for quality assessment by taking responsibility for assessment in schools.en_ZA
dc.description.abstractAfrikaans: Artikel1 Onderwys in Suid-Afrika het groot veranderinge ondergaan, terwyl die soeke na gehalte deurentyd dominant gebly het. Gehalte-assessering is onder andere verwant aan die kontinue verbetering van onderwysers se vaardighede sodat onderwys, wat die behoeftes van die kliënte (onderwysers en leerders) aanspreek, voorsien kan word. Daar bestaan heelwat getuienis dat onderwysers probleme met uitkomsgebaseerde assessering ervaar en dat gehaltebestuur as ' n moontlike instrument aangewend kan word om die gehalte van assessering in skole te verbeter. In terme van Totale Gehaltebestuur blyk dit dat aspekte soos die fokus op kliëntetevredenheid en die strewe na kontinue verbetereing deur middel van personeelontwikkeling deur die organisasieleier (die skoolhoof) 'n waardevolle bydrae tot gehalte-onderwys in Suid-Afrika kan maak. 'n Voorafstudie om die verband tussen die bemagtiging van ondertwysers en hul houdings jeens uitkomsgebaseerde assessering aan te dui, is onderneem. Daarna is die hipotese gestel en deur middel van die t-toets ondersoek om sodoende die doeltreffendheid van bemagtiging, as middel tot kontinue verbetering, te bepaal. 'n Aantal kwalitatiewe reponse het die deelnemers se siening anngaande bemagtiging en hul varwagtinge ten opsigte van hul asseseringsleiers met die oog op die verbetering van die gehalte van assessering in Vrystaatskole, verder te ontbloot. Artikel 2 Gehalte in 'n organisasie hang grootliks van die leier, wat die stelsel tot kontinue verbetering moet bestuur, af 'n Literatuurstudie het getoon dat die beginsels van Gehaltebestuur aangewend kan word om die gehalte van assessering in skole te bestuur. 'n Voorafgaande ondersoek het getoon dat Vrystaatonderwysers 'n behoefte aan ondersteuning en leiding het om sodoende hulle assesseringspraktyke te verbeter. Desnieteenstaande, het Suid-Afrikaanse amptelike dokumentasie nie assesseringsleiers, wat die verantwoordelikheid moet neem en die gehalte van assessering moet bestuur, aan enige van die rolspelers in skole toegesê nie. Vraelyste is vir die empiriese ondersoek gebruik en die data is deur middel liniêre regressies, ANOVA en die Bonferroni post hoc-toets verwerk om die mate waarin skoolhoofde tot gehalte-onderwys in Vrystaatskole kan bydra, te bepaal. Die empiriese ondersoek het getoon dat onderwysers 'n behoefte het aan assesseringsleiers, wat onder andere personeelontwikkelingsgeleenthede skep en wat 'n kultuur vir gehalte- assessering vestig deur die verantwoordelikheid vir assessering in skole te aanvaar.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectQualityen_ZA
dc.subjectAssessmenten_ZA
dc.subjectEmpowermenten_ZA
dc.subjectContinuous improvementen_ZA
dc.subjectQuality managementen_ZA
dc.subjectAssessment leadershipen_ZA
dc.subjectStaff developmenten_ZA
dc.subjectCollege teachers -- Training ofen_ZA
dc.subjectEducation, Elementary -- South Africa -- Free State -- Aims and objectivesen_ZA
dc.subjectCompetency-based education -- South Africa -- Free Stateen_ZA
dc.subjectDissertation (M.Ed. (Comparative Education and Education Management and Curriculum Studies))--University of the Free State, 2007en_ZA
dc.titleAssessment towards quality improvement in Free State primary schools: a management challengeen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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