Kwartaal I I V Totale skooldae
REFLEKSIE OP DIE EKSPLORERENDE ONDERSOEK
5.6 Samevatting van hoofargument
Die eerste doelstelling was om vas te stel hoe ondersysers in ’n sekondêre skool assessering uitvoer. Ek wou vasstel hoe die huidige assessering met onderwysers se assesseringstaak voor die aanvaarding van ’n uitkomsgebaseerde assesseringvergelyk. My beperkte bevindinge toon dat die onderwysers genoodsaak is om terug te val op die tradisionele manier van assessering waar onderrig beskou word as iets apart en anders van assessering. Dit het ook geblyk in ander studies (Burbules en Hansen, 1997; Hansen, 1997; Guskey, 1994, Vitali, 1993) dat onderwysers daar ’n gaping is tussen wat onderwysers wil doen en dit wat in die werksituasie gebeur weens ’n tekort aan tyd.. Die gevolg hiervan is dat onderwysers in ’n poging om tred te hou met die omvang van hulle huidige werkslading, op ’n manier op tree wat teenstrydig is met die bedoelinge van UGO en die uitkomsgebaseerde assesseringsbenadering soos bespreek in hoofstuk 2. Hierdie ondersoek gee ’n aanduiding wysing van hoe onderwysers die vereiste werklading sou oorskry indien hulle werklik al die take in verband met assessering sou uitvoer ooreenkomstig die gestelde vereistes van die beleid.
My gevolgtrekking is dat, behalwe vir die potensiële toename in die werkslading van hierdie onderwysers, hulle assesseringspraktyk nie veel verander het nie. Ek is van mening dat die verwagtinge van die huidige beleidsveranderinge nie bereik kan word nie as die bestuurbaarheid van die werkslading van onderwysers nie in ag geneem word nie. Onderwysers kan nie tred hou met alles wat ’n uitkomsgebaseerde assesseringsbenadering verwag gedoen moet word nie weens ’n buitensporige werkslading wat deur UGO teweeg gebring word. Die werkslading van die onderwysers het ’n direkte invloed op die gehalte van onderrig en opleiding. Die uitdaging vir ’n suksesvolle implementering van UGO is die bestuurbaarheid daarvan. Met behulp van die gebruik van berkeninge soos in hierdie studie kan die impak van onderwyshervorming op dié bestuurbaarheid en realiseerbaarheid in die skoolomgewing beoordeel word.
VERWYSINGS
Black, P. & Harrison, C. 2000. Good practice in science teaching: What research has to say. Formative assessment. Buckingham: Open University Press.
ANC. 1994. A Policy Framework for Education and Training. African National Congress Education Department, Swaziland: Macmillan Boleswa Publishers.
Ashenden, D. 1990. Award restructuring and productivity in the future of schooling.
Victorian Institute of Educational Research Bulletin. Vol.3:3-32.
Atkins, J. 2003 Class sizes and teacher workload: teachers’ views. Education Review. Vol.16(2):13-18.
Biggs, J., 2001a. Assessment of student learning: where did we go wrong? Assessment
Update. Vol. 13 (6):6 – 11.
Biggs, J., 2001b. Assessment of student learning: where did we go wrong? Assessment
Update. Vol. 14 (4):6 – 7.
Bless, C. & Higson-Smith, C. 1995. Fundamentals of Social Research Methods: An
African Perspective. Second Edition. Kaapstad: Juta
Bloor, M., Frankland, J., Thomas, M. & Robson, K. 2001. Focusgroups in Social
Research. Londen: SAGE
Brady, D. 1997. Assessment and the curriculum. Cullingford, C (red). Assessment versus
Evaluation. Londen: Cassel.
Broadfoot, P. 1992. Toward profiles of achievement: developments in Europe. In Eckstein, M. A. & Noah, H. J (reds). Examinations: comparative and international
studies. Oxford: Pergamon press.
Broadfoot, P. 1994. The myth of measurement. Intrede, Universiteit van Bristol.
Brown, G., Bull, J. & Pendlebury, M. 1997. Assessing Student Learning in Higher
Education. Londen: Routledge.
Burbules, N. C. & Hansen, D. T. (reds.). 1997. Teaching and its Predicaments. Colorado: Westview Press
Burke, J. (red.). 1995. Outcomes, Learning and the Curriculum: Implications for NVQs, GNVQs and other qualifications. Londen: The Falmer Press.
Chisholm, L. 1999. International and comparative perspectives on OBE and assessment in making OBE work? Verrigtinge van ‘n konferensie van die Wes-Kaapse
Departement van Onderwys. Kaapstad: Juta.
Chisholm, L. 2000. Report of the Review Committee on Curriculum 2005.
Christie, P. & Jansen, J.D. (reds). 1999. Changing the Curriculum: Studies in Outcomes-
based Education in South Africa. Kaapstad: Juta.
Cockburn, P. 1997. Building a Brighter Future. Curriculum 2005 – Questions and
Answers. Pretoria: Gauteng Departement van Onderwys.
Collins, K. T., Downes, L. W., Griffiths, S. R. & Shaw, K. E. 1973. Keywords in
Education. Londen: Longman.
Combrinck, M. 2003. An international comparative perspective on outcomes-based assessment: Implications for South Africa. Perspectives in Education, Vol. 21 (1):51-65.
Conner, C. 1991. Assessment and Testing in the Primary School. Londen: Falmer.
Cresswell, J. W. 1994. Research desig: qualitative and quantitative approaches. Thousand Oaks: Sage.
Cresswell, J. W. 1998. QualitativeIinquiry andRresearch Design. Londen: SAGE.
Cullinford, C (red). 1997. Assessment versus Evaluation. Biddles: Guildford & Kings Lynn.
Delandshere, G. 2001. Implicit theories, Unexamined assumptions and the Status Quo of Educational Assessment. Assessment in Education. Vol. 8 (2):113-133.
Denscombe, M. 1998. The Good Research Guide for small-scale social research
projects. Buckingham: Open University Press.
Die Burger, 17 September: 2. Philander, R. 2004. Skoolkinders geniet hul dag by die huis
terdeë.
Dwyer, C. A. 1990. Trends in the assessment of teaching and learning: educational and methodological perspectives, in Broadfoot, P. & Murphy, R. & Torrance, H. (reds).
Changing Educational Assessment. International Perspectives andTtrends. Londen:
Routledge.
Easthope, C. & Easthope, G. 2000. Intensification, Extension and Complexity of Teachers’ Workload. British Journal of Sociology of Education, Vol. 21(1):43-58.
Ellery, K. & Sutherland, L. 2004. Involving students in the assessment process.
Perspectives in Education, Vol. 22(1):99-100.
Floden, R. E. 1997. Teaching more than you understand, in N. C. Burbules, & D. T Hansen (red). Teaching and its Predicaments. Colorado: Westview Press.
Freeman, R. & Lewis, R. 1998. Planning and Implementing Assessment. Londen: Kogan Page.
Gipps, C. & Murphy, P. 1994. A Fair Test? Assessment, achievement and equity. Buckingham: Open University Press.
Gipps, C. V. 1994. Beyond testing: towards a theory of educational assessment. Londen: Falmer Press.
Gultig, J. (red). 1997. Learning guide: understanding outcomes-based education:
knowledge, curriculum and assessment in South Africa. Pretoria: SAIDE: Nasionale
Departement van Onderwys.
Gultig, J. 2003. Outcomes-based education and its implications for teachers, in M. Coleman, M. Graham-Jolly, & D. Middlewood. (reds). Managing the Curriculum in
South African Schools. Londen: Commonwealth Secretariat.
Guskey, T. R. 1994. What you assess may not be what you get. Educational Leadership. Vol. 51(6):51-56.
Hansen, D. T. 1997. Teaching more than you understand, in N. C. Burbules, & D. T Hansen (red). Teaching and its Predicaments. Colorado: Westview Press.
Hargreaves, A. 1990. Teacher’s work and the politics of time and space. Qualitative
Studies in Education, Vol. 3(4):303-320.
Hargreaves, A. 1994. Changing Teachers, Changing Times: teachers’ work and culture
in the postmodern age. New York: Teachers College Press.
Harlen, W. (ed). 1994. Enhancing Quality in Assessment. Londen: Paul Chapman.
Harlen, W., Gipps, C., Broadfoot, P. & Nuttall, D. 1992. Assessment and the improvement of education. Curriculum Journal, Vol.3(3):215-230.
Heynemann, S. P. & Ransom, A. W. 1992. Using examinations and testing to improve educational quality, in Eckstein, M. A. & Noah, H. J (reds). Examinations:
Jansen, J. D. 2003. Rethinking Education Policy Making in South Africa: Symbols of Change, Signals of Conflict, in Kraak, A. & Young, M. (reds.), Education in
Retrospect. Policy and Implementation since 1990. Pretoria: RGN & London
Institute of Education.
Jansen, J.D. 1999a. Why outcomes-based education will fail; An elaboration, in
Changing Curriculum: Studies on outcomes-based education in South Africa, J.D.
Jansen & P. Christie (reds.). Kenwyn: Juta.
Jansen, J.D. 1999b. Curriculum Reform Since Apartheid: Intersections of Policy and Practice in the South African Transition. Journal of Curriculum Studies. Vol. 31(1):5-6.
Jansen, J.D. 1999c. Lessons Learned (and Not Learned) from the OBE Experience. In N. Bak (red), Making OBE Work?, Konferensie van die Wes-Kaapse
Onderwysdepartement, Kromme, Rhee Cape Administration Academy, 13-15 Desember.
Jansen, J.D. 1999d. Setting the Scene: Histographies of Curriculum Policy in South Africa. In J.D. Jansen & P. Christie (eds.), Changing Curriculum: Studies on
Outcomes-based Education in South Africa. Kaapstad: Juta.
Johnson, D. 1998 Teacher assessment and literacy profiles of primary school children in South Africa. Assessment in education: Principles, Policy & Practice. Vol. 5(3). Database: Academic Search Premier.
Kaagan, S. & Smith, M. S. 1985. Indicators of Educational Quality: To better inform policy decisions and to keep the public abreast of educational progress, a nationwide effort is underway to define standards for quality education.
Educational Leadership. Vol. 43(2):21-25.
Killen, R. 1996(a). Effective teaching strategies. Lessons from research and practice. Sydney: Social Science Press.
Killen, R. 1996(b). Outcomes-based education: rethinking teaching. Referaat gelewer by die Universiteit van Suid-Afrika. Pretoria, 15 Oktober 1996.
Kitzinger, J. 1994b. The methodology of focus groups: the importance of interaction between research participants. Sociology of Health & Illness. Vol. 16(1):103-121.
Krueger, R. A. 1994. Focus Groups: a practical Guide for Applied Research, 2nd Edition.
Londen: SAGE.
Krueger, R. A. 1998. Analyzing & Reporting Focus Group Results: Focus group Kit 6. Londen: SAGE.
Le Grange, L. & Reddy, C. 1998. Continuous assessment: an introduction and guidelines
to implementation. Kenwyn: Juta.
Little, A. & Wolf, A. (reds). 1996. Assessment in Transition. Learning, monitoring and
selection in international perspecive. Oxford: Pergamon.
Malan, S. P. T. 2002. The new paradigm of outcomes-based education in perspective.
Journal of Family and Consumer Science, Vol. 28(1): 26-27.
Maree, J. G. & Fraser, W. J. (reds.). 2004. Outcomes-Based Assessment. Sandown: Heinemann Publishers.
Mathews, J. C. 1985. Examinations: a commentary. Londen: George Allen & Unwin. McCown, R. & Driscoll, M. & Roop, P. G. 1996. Educational Psychology: a learning-
centred approach to classroom practice. Boston: Allyn & Bacon.
McMillan, J. H. & Schumacher, S. 2001. Research in Education: A Conceptual
Introduction. 5th Edition. New York: Longman.
McMillan, J. H. & Schumacher, S. 1993. Research in Education: A Conceptual
Introduction. New York: 3rd Edition. Harper Collins College Publishers.
Merriam, S. 1991. Case Study Research in Education. A Qualitative Approach. San Franscisco: Josey-Bass Publishers.
Merriam, S. B. 1998. Qualitative research and Case Study Applications in Education. California: Jossey-Bass Publishers
Messick, S. 1994. The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher. Vol. 23(3):13-23.
Montgomery, R. 1978. A new examination of examinations. Londen, Henley and Boston: Routledge and Kegan Paul.
Moore, W. E. 1973. Some functions of examinations. In Dunn S. S (ed). Public
examinations. The changing scene. Adelaide et al: Rigby.
Nair, P. A. P. & Pillay, J. 2004. Exploring the validity of the continuous assessment strategy in higher education institutions: research in higher education. South African
Journal of Higher Education, Vol. 18(2), p.302-312.
Nakabugo, M.G. & Siebörger,R. 1999. Assessment in Curriculum 2005: Do primary school teachers assess formatively? South African Journal of Education. Vol. 19(4):288-294.
Nakabugo, M.G. & Siebörger,R. 2001. Curriculum reform and teaching in South Africa: making a ‘paradigm shift’? International Journal of Educational Development. Vol. 21:53-60.
Powell, R. A. & Single, H. M. 1996. Methodology matters – V: focus groups.
International Journal for Quality in Health Care. Iss. 8:499-504.
Pretoria: Government Printer.
Rapport, 12 September: 4.De Vries, A. 2004. Krisis in die onderwys weer oopgeruk:
Staking is laaste wanhopige poging; salarisse nie enigste probleem.
Reddy, C. & Le Grange, L. 1996. Continious Evaluation: Friend or Foe? Spectrum. Vol. 34(2):18-20.
Resnick, L. B. & Resnick, D. P. 1991. Assessing the thinking curriculum: new tools for educational reform. In B. R Giggord & M. C. O’Conner (eds). Changing
Assessment: alternative views of aptitude, achievement and instruction. Boston: M.
A. Kluwer.
Rogan, J. M. 2000. Strawberries, cream and the implementation of Curriculum 2005: Toward s a rese arch agenda. South African Journal of Education, Vol. 20(5):118- 12.
Rossman, G. B. & Rallis, S. F. 1998. Learning in the field. An introduction to Qualitative
Research. Thousand Oaks: SAGE.
SAKO. 1997. Suid-Afrikaanse Kwalifikasieowerheid: Bulletin. Vol. 1(1). Pretoria: SAKO.
Siebörger, R. &. Nakabugo, M. G. 1999. Assessment in Curriculum 2005: Do primary school teachers assess formatively? South African Journal of Education. Vol. 19 (4):288-294.
Smit, B. 2001. How primary school teachers experience education policy change.
Perspectives in Education. Vol. 19(3):67-81.
Stiggins, R.J. 1994. Student-centered clasroom assessment. New York: Merril. Suid-Afrika. 1995. Witskrif oor Onderwys en Opleiding. Staatskoerante, 351:15974. Suid-Afrika. 1997a. Curriculum 2005. Specific outcomes, assessment criteria, range
statements. Grades 1 – 9. Besprekingsdokument. Pretoria: Staatsdrukker.
Suid-Afrika. 1997b. Curriculum 2005: Lifelong learning for the 21st century. Pretoria:
Staatsdrukker.
Suid-Afrika. 1998a. Building a brighter future C2005. Pretoria: Departement van Onderwys.
Suid-Afrika. 1998b. Draft assessment policy in the General Education and Training Phase Grade R to 9 and ABET. Staatskoerant. 394:18998.
Suid-Afrika .1998c. Draft Assessment Policy in the General Education and Training
Phase grade R to 9 and ABET. Pretoria: Departement van Onderwys.
Suid-Afrika 1998. Die Raad op Arbeidsverhoudinge in die Onderwys, resolusies 7 van 1998, 8 van 1998 en 7 van 2001. Staatsdrukker.
Suid-Afrika. 1998. Die Wet op die Indiensneming van Opvoeders, Wet 76 van 1998. Pretoria: Departement van Onderwys.
Suid-Afrika. 2000. A South African Curriculum for the Twenty-first Century. Report
Review Committee on Curriculum 2005 (Chrisholm Verslag). Pretoria: Departement
van Onderwys.
Suid-Afrika. 2001. Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications. Pretoria: Departement van Onderwys.
Tladi, B. 2000. PECT Circular: 2000.05.08. Departement Onderwys. Oranje Vrystaat. Van der Horst, H. & McDonald, R. 2003. Outcomes-based Education: Theory and
Practice. Pretoria: Tee Vee Printers and Publishers.
Van Wyk, N. & Mothata, M. 1998. Developments in South African education since 1994, in Pretorius, F. (red.). Outcomes-Based Education in South Africa. Johannesburg: Hodder & Stoughton.
Vandeyar, S. & Killen, R. 2003. Has curriculum reform in South Africa really changed assessment practices, and what promise does the revised National Curriculum Statement hold? Perspectives in Education. Vol. 21(1):119-134.
Vaughn, S.. Schumm, J.S. & Sinagub, J.M. 1996. Focus group interviews in education
and psychology. Thousand Oaks: SAGE.
Weeden, P., Winter, J. & Broadfoot, P. 2002. What’s in it for Schools? London: Routledge Falmer.
Vitali, G. J. 1993. Factors Influencing Teachers’ Assessment and Instructional Practices in an Assessment-Driven Educational Reform. Doctoral dissertation, University of Kentucky.
http://wced.wcape.gov.za/documents/calendar2004
Wilmot, D. 2003 The Inception phase of a case study of outcomes-based education assessment policy in Human and Social Sciences Learning Area of C2005. South
African Journal of Education, Vol. 23(4):313–318.
Wolf, A. 1995a. Authentic Assessment in a competative sector, in Torrance, H. (red).
Evaluating authentic assessment. Buckingham: Open University.
Wolf, A. 1995b. Competence-based Assessment. Buckingham: Open University Press. Wood, M. L. 1992. Focus Group interview in Family Practice Research. Canadian
Family Physician. Vol. 38:2821-2827.
Yin, R. K. 1984. Case Study Research: design and methods. Londen: SAGE
Young, M. 2003. Educational Reform in South Africa (1990-2000): An International Perspective, in Kraak, A. & Young, M. (reds.), Education in Retrospect. Policy and