Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase
| dc.contributor.advisor | Beets, Peter | en_ZA |
| dc.contributor.advisor | America, Carina Georgina | en_ZA |
| dc.contributor.author | Hendricks, Marjorie Angelene | en_ZA |
| dc.contributor.other | University of Stellenbosch. Faculty of Education. Department of Curriculum Studies. | |
| dc.date.accessioned | 2010-11-23T06:40:14Z | en_ZA |
| dc.date.accessioned | 2010-12-15T10:43:28Z | |
| dc.date.available | 2010-11-23T06:40:14Z | en_ZA |
| dc.date.available | 2010-12-15T10:43:28Z | |
| dc.date.issued | 2010-12 | |
| dc.description | Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. | |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder. | af_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school was therefore researched. A qualitative research design within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as respondents in the study. The research results showed that teachers are still caught up in practices of assessment of learning which focus on the collection of marks rather than on the use of assessment information in order to promote further learning in learners. Where there are signs that assessment for learning indeed takes place in the practice of teaching and learning by teachers, it is incidental and not intentional. Based on the results, it can be said that, with the necessary support, teachers may be able to integrate principles for assessment for learning into their classroom practice so as to promote more effective teaching and learning in the school concerned. | en_ZA |
| dc.format.extent | x, 149 p. : ill. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/5415 | |
| dc.language.iso | af | af_ZA |
| dc.publisher | Stellenbosch : University of Stellenbosch | |
| dc.rights.holder | University of Stellenbosch | |
| dc.subject | Theses -- Education | en_ZA |
| dc.subject | Dissertations -- Education | en_ZA |
| dc.subject | Economics -- Study and teaching (Higher) -- Evaluation | en_ZA |
| dc.subject | Management -- Study and teaching(Higher) -- Evaluation | en_ZA |
| dc.subject | Curriculum evaluation | en_ZA |
| dc.subject | Students -- Ability testing | en_ZA |
| dc.subject.lcsh | Student-centered learning | en_ZA |
| dc.subject.other | Curriculum studies | en_ZA |
| dc.title | Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase | en_ZA |
| dc.type | Thesis |