Assessering-vir-leer in geografie-klasse in die verder-onderwys-en opleidingsbaan

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dc.contributor.advisorLe Grange, L. L.en_ZA
dc.contributor.authorBeets, Peteren_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2012-08-27T11:33:32Z
dc.date.available2012-08-27T11:33:32Z
dc.date.issued2007-12
dc.descriptionThesis (PhD) -- University of Stellenbosch, 2007.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van die studie is om 'n genuanseerde perspektief te ontwikkel van die aard van assesseringspraktyke in Geografie-onderrig en die mate waartoe die praktyke, in ooreenstemming met beleidsveranderinge ten grondslag van 'n beweging vanaf 'n behavioristiese na 'n meer sosiaal-konstruktivistiese onderrig- en leerbenadering, gerig is op die bevordering van leer. Hierdie perspektief is ontwikkel deur enersyds kennisname van literatuur oor opvoedkundige assessering en my ervaring as Geografie-onderwyser en andersyds deur my observasie en belewenisse van assesseringspraktyke in graad 10- Geografieklasse. Die navorsing het gefokus op assessering-vir-leerpraktyke aan hoerskole in en om Stellenbosch ten einde die aksies van en interaksies tussen die verskillende deelgenote aan die onderwysgebeure in uiteenlopende kontekste vanuit 'n interpretatiewe navorsingsparadigma te ontleed en te verstaan. Die navorsmg bevestig dat die proses van die implementering van kurrikulumvernuwing hoogs kompleks is en medebepaal word deur faktore wat binne die mikro-konteks (die klaskamer, die skoal) en die makro-konteks (nasionaal, globaal) figureer. Genoemde kompleksiteit word verder verhoog deur die voortdurende wisselwerking tussen die kontekste. Laasgenoemde is tydens die navorsing duidelik ge'illustreer deur 'n sterk behoudende ingesteldheid tot assesseringpraktyke kenmerkend van 'n assessering-van-leer-regime enersyds en dwang om aan beleids- en beroepsverwagtinge andersyds te voldoen - sander behoorlike inagneming van die implikasie wat dit moontlik vir assessering vir leer kan inhou. Die studie voer aan dat die begronding van onderrig-, assessering- en leerpraktyke in produktiewe pedagogiee en dienooreenkomstige beleidmaking en indiensopleiding van onderwysers die fokus op assessering-vir-leer kan vestig ter ondersteuning van gehalteleer en -onderrig in Geografie-klasse in hoërskole.af_ZA
dc.format.extentxi, 329 leaves : illustrations
dc.identifier.urihttp://hdl.handle.net/10019.1/50686
dc.language.isoaf_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectGeography -- Study and teaching (Secondary) -- Evaluationen_ZA
dc.subjectEducational evaluationen_ZA
dc.subjectEducational changeen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleAssessering-vir-leer in geografie-klasse in die verder-onderwys-en opleidingsbaanaf_ZA
dc.typeThesis
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