Doctoral Degrees (Curriculum Studies)

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Browsing Doctoral Degrees (Curriculum Studies) by Author "Beets, Peter"

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    Assessering-vir-leer in geografie-klasse in die verder-onderwys-en opleidingsbaan
    (Stellenbosch : Stellenbosch University, 2007-12) Beets, Peter; Le Grange, L. L.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The purpose of this study was to develop a nuanced perspective of the nature of assessment practices in Geography teaching and the extent to which such practices are aimed at promoting learning, in agreement with policy changes that underpin a shift from a behaviourist to a more social-constructivist teaching and learning approach. I developed this perspective through taking cognisance of the literature on educational assessment and my experience as a Geography teacher, as well as through my observation and experiences with regard to the assessment practices prevalent in Grade 10 Geography classes. The study focused on practices in assessment for learning in high schools in and around Stellenbosch in order to analyse and understand the actions of and interaction between the various role players in the educational activities that take place in differing contexts. This was done from within an interpretative research paradigm. The research confirms that the process of implementing curriculum renewal is highly complex and that it is co-determined by factors that operate both within the microcontext (the classroom, the school) and the macro-context (nationally, globally). The aforementioned complexity is further increased by the ongoing interaction between the contexts. The latter was illustrated clearly in the course of the research through a strongly conservative approach to assessment practices that is typical of an assessment-of learning regime on the one hand and pressure to comply with policy and career expectations on the other - without properly considering the possible implications for assessment for learning. The study argues that the grounding of teaching, assessment and learning practices in productive pedagogies and the corresponding policy making and in-service training of teachers could direct the focus on assessment for learning in support of quality teaching and learning in Geography classes in high schools.