Masters Degrees (Curriculum Studies)

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Browsing Masters Degrees (Curriculum Studies) by browse.metadata.advisor "Cilliers, C. D."

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    Dynamic assessment : a practical strategy for school educators
    (Stellenbosch : Stellenbosch University, 1999-12) Coosner, Carroll Diane; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH SUMMARY: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased (OBE) education. Inherent in this shift and in the democratisation of the education system, has been a move to holistic, learner-centred and inclusive education. The successful implementation of a 'new' education system will require a major paradigm shift in educators' methodology, especially with regard to how educators assess learners within this processcentred, OBE approach. The concept of dynamic assessment is especially relevant in the shift to OBE. The dynamic assessment strategy proposed by this researcher is based on Feuerstein's theoretical design. Implicit in the theory are the concepts of ., structured cognitive modifiability (SCM) and the mediated learning experience (MLE). SCM is based on the assumption that human beings have the capacity to modify their cognitive functions and adapt to life's changing demands. They are thus open systems which are amenable to cognitive changes. Structural changes are pervasive and determine cognitive function in a broad series of mental activities. Feuerstein has suggested a list of deficient cognitive functions at the input, elaboration and output phases of the mental act. These serve as guidelines for observational and mediational efforts. The identification of the deficient cognitive function, the level of modifiability and the mediation required to change them are considered to be of vital importance to predicting future learning. This basic assumption shifts the responsibility for a person's modifiability from that individual to the mediator or examiner. For this reason, cognitive modifiability is best explained by the MLE theory. MLE refers to an interactional process in which adults interpose themselves between the leamer/child and his or her world and help him or her to make meaning of that world. For the purposes of this study project it was vital that the educators be trained to use the MLE criteria in their interactions. The literature study was followed by a pilot study, which was carried out in order to refine and contextualise the theoretical framework underpinning the strategy. The results of this pilot study led to further refinements of the proposed strategy which developed into the practical dynamic assessment strategy. (See Chapter 4.) The prototype of the dynamic assessment strategy contains training in both the needs and relevance of the strategy within the South African context, the theoretical foundations which underpin it, and strategies for its successful implementation. It requires approximately four hours of intensive training. The results of the research reflected that an overwhelming majority of the educators became more learner-centred and self-reflective, and had internalised and integrated the criteria of MLE. They found the strategy to be practical and implementable. It is preCisely strategies like this which are now needed in South Africa's educational transition. Without the necessary pre- and in-service training, the vision and principles of aBE could remain an idealistic dream, as opposed to an implemented and working reality.