Implementation of school-based assessment in high schools, Mpumalanga Province, South Africa : implications for teaching and learning
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
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- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
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Cross-Border Migration, Social Cohesion and African Continental Integration: Perspectives of African Immigrants and South African Nationals in Gauteng, South Africa
- Authors: Maseng, Jonathan Oshupeng
- Date: 2018
- Subjects: Migration -- Africa Emigration and immigration Social integration
- Language: English
- Type: Thesis , Doctoral , PhD(Sociology)
- Identifier: http://hdl.handle.net/10353/8855 , vital:33673
- Description: Using the Sunnyside suburb of South Africa’s capital city of Pretoria as a case study, this study sought to gather, analyse and engage the perspectives, narratives and idealisations of African migrants and South African nationals in Gauteng province on cross-border migration, social cohesion and African continental integration. The goal was to interrogate the dominant discourse and assumption in migration scholarship that contact between nationals and immigrants is inherently conflict-inducing. The study adopted a qualitative methodology, with in-depth interviews, “street ethnography”, expert interviews and document analysis as the main sources of primary data. Overall, 85 in-depth interviews were conducted with immigrants and nationals of different occupational, gender and class backgrounds. The study found, among other things, that while many respondents expressed negative sentiments with regard to how cross-border migration affected their experience of social cohesion and idealisations about African continental integration, the relations between African immigrants and South African nationals in the study area were overwhelmingly congenial. This was even when there was no policy-oriented action by government to promote these positive relations. Respondents attributed this congeniality to, among other things, the fact that most small immigrant businesses depended on a predominantly South African clientele, while South African nationals in the study area saw such businesses as filling a crucial gap in their immediate socio-economic environments. Importantly, service provider-client relations served as “enhancers” of social cohesion in the study area. On the other hand, the relative dominance of immigrants in the small business sector in the study area served as a “threat” to social cohesion. From these findings, the study concluded that, contact between immigrants and nationals was not necessarily inherently conflict-inducing, and that social cohesion also rested on the logic of mutual dependence.
- Full Text:
- Authors: Maseng, Jonathan Oshupeng
- Date: 2018
- Subjects: Migration -- Africa Emigration and immigration Social integration
- Language: English
- Type: Thesis , Doctoral , PhD(Sociology)
- Identifier: http://hdl.handle.net/10353/8855 , vital:33673
- Description: Using the Sunnyside suburb of South Africa’s capital city of Pretoria as a case study, this study sought to gather, analyse and engage the perspectives, narratives and idealisations of African migrants and South African nationals in Gauteng province on cross-border migration, social cohesion and African continental integration. The goal was to interrogate the dominant discourse and assumption in migration scholarship that contact between nationals and immigrants is inherently conflict-inducing. The study adopted a qualitative methodology, with in-depth interviews, “street ethnography”, expert interviews and document analysis as the main sources of primary data. Overall, 85 in-depth interviews were conducted with immigrants and nationals of different occupational, gender and class backgrounds. The study found, among other things, that while many respondents expressed negative sentiments with regard to how cross-border migration affected their experience of social cohesion and idealisations about African continental integration, the relations between African immigrants and South African nationals in the study area were overwhelmingly congenial. This was even when there was no policy-oriented action by government to promote these positive relations. Respondents attributed this congeniality to, among other things, the fact that most small immigrant businesses depended on a predominantly South African clientele, while South African nationals in the study area saw such businesses as filling a crucial gap in their immediate socio-economic environments. Importantly, service provider-client relations served as “enhancers” of social cohesion in the study area. On the other hand, the relative dominance of immigrants in the small business sector in the study area served as a “threat” to social cohesion. From these findings, the study concluded that, contact between immigrants and nationals was not necessarily inherently conflict-inducing, and that social cohesion also rested on the logic of mutual dependence.
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