Assessment in English within the South African Outcomes-Based Education Approach

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS FOR FURTHER STUDY

5.1 Introduction

Assessment in the traditional education system of the past was norm-referenced and was not suitable for the majority of the learners. The changes in assessment practice from traditional assessment to transformational outcomes-based assessment will give educators and learners the opportunity to implement various different methods, tools and techniques which will satisfy the learners' needs and guide them to the acquisition of the skills, knowledge, values and attitudes required for holistic development.

5.2 Research questions

A review of the literature shows that assessment reform is necessary in South Africa. In the past, education was a one-way transfer of knowledge from the teacher to a passive learner. This method of teaching was not conducive to development as the learners were unable to apply their theoretical knowledge in situations outside the classroom. As language is essential to the acquisition of knowledge, many learners were left semi-literate and could not compete in a highly competitive workforce. It was necessary that the traditional education system be changed in order to meet the requirements of a technologically competent workforce.

As the old methods of teaching and evaluation were not suitable it was necessary that new assessment methods, tools and techniques be introduced so that the learners do not only acquire a knowledge of the structure of a language but also become proficient. The majority

of learners in South Africa use English as their language of instruction, therefore, it is essential that they learn and acquire the language. Traditional methods of assessment were not suitable for the holistic development of the learner but they cannot be said to be obsolete as Outcomes-Based Assessment includes norm-referenced and criterion-referenced assessment as well as summative and formative assessment. It is, therefore, necessary that traditional methods of assessment as well as new methods, tools and techniques of assessment be included in the planning of English Second Language within the Learning Area: Language, Literacy and Communication in order to empower the learners to achieve their expectations. All languages have unique characteristics, therefore, it will still be necessary that English be taught by specialists.

5.3 Recommendations for future research

It is necessary that a balance be maintained between education and training so that the standard of education remains in line with global education. It is necessary that intensive studies of the practical implementation of outcomes-based assessment and its effects on learner achievements be undertaken. Many teachers who have attempted to implement OBE and OBA feel that they received inadequate training and research needs to be done in the English Second Language classroom in the Learning Area: Language, Literacy and Communication so that inservice training of educators can be undertaken.

5.4 Conclusion

The traditional assessment methods of the apartheid education system did not fulfil the needs of the majority of the learners. It is essential that education and training be integrated in order to promote the planning of effective methods, tools and techniques of assessment. It is only

through continuous, authentic assessment and effective feedback that a learner can reach his full potential. Educators must fulfil their roles as facilitators and motivate the learners to achieve the outcomes specified in the assessment tasks and also guide them to holistic development.

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SUMMARY

Keywords: English Second Langua~~e. Assessment, Evaluation

The old South African Education system was divided into education and training and mainly catered to the privileged few. The education system was teacher-centred and learners were mere passive participants. Evaluation was summative and consisted of a series of tests and examinations which dominated all classroom practices. In the English second language

classroom contact time was taken up with rote-learning of language structures and learners were unable to implement their theoretical knowledge in practical situations. This could not

continue as it led to a semi-skilled workforce and left millions of people illiterate.

With the inception of OBE it was necessary that assessment be revised in order to change from a predominantly norm-referenced summative method of evaluation which mainly tested linguistic intelligence to a predominantly criterion referenced formative assessment in which a variety of methods, tools and techniques would be used to assess the knowledge, skills,

values and attitudes acquired by learners in their attempt to achieve expected outcomes. The purpose of this study is to review the assessment methods of the traditional English Second Language classroom as well as the methods, tools and techniques of Outcomes-Based Assessment in order to determine their effectiveness as strategies in the development of the learner and in the achievement of outcomes.

OPSOMMING

Sleutelwoorde: Engels Tweede Taal, Assessering, Evaluasie

Die ou Suid-Afrikaanse Onderwyssisteem was verdeel in opvoeding en opleiding en was gefokus op die behoeftes van die bevoorregte minderheid. Die onderwyssisteem was

onderwysergesentreerd en leerders was passiewe deelnemers. Evaluering het bestaan uit 'n reeks toetse en eksamens wat die klaskamerpraktyk gedomineer het. In die Engels Tweede Taal klaskamer was daar gefokus op summatiewe evaluering van taalstrukture en leerders kon nie hul teoretiese kennis in praktiese situasies implimenteer nie. Dit kan nie verder toegelaat word nie angesien dit tot 'n halfgeskoolde arbeidsmag gelei het, wat miljoene mense bykans ongeletterd gelaat het.

Met die instelling van Uitkoms Gebaseerde Onderwys het dit nodig geword dat assessering hersien word sodat die oorheersende normverwysende summatiewe metode van evaluasie wat hoofsaaklik linguistiese intelligensie getoets het, verander. Assessering moet 'n

verskeidenheid metodes, instrumente en tegnieke wat kennis, vaardigheid, waardes en houdings wat deur leerders verwerf word in hul paging om verwante uitkomste te bemeester,

insluit. Die doel van hierdie studie is om die assesseringsmetode van die tradisionele Engels Tweede Taal klaskamer sowel as die metodes, instrumente en tegnieke van

Uitkomsgebaseerdeassesering te ondersoek ten einde die doeltreffendheid daarvan as strategiee in die holistiese ontwikkeling van die leerder en die bereiking van uitkomste te bepaal.

ENGLISH : STANDARD 6

1. There will be ONE paper of 3 hours. 2. The total marks will be 300.

3. The structure ofthe examination will be as follows: SECTION A

Comprehension (unseen passage) SECTION B

Language: (questions based on the passage used for comprehension)

Language: (Questions based on one or more short passages selected from prescribed books)

Language: (Questions not based on any passage) SECTION C

Composition:

(i) Narrative or descriptive piece

of writing (not less than 120 words) on ONE of six subjects. (ii) An informal or formal letter

(not less than 80 words)

(iii) Another piece of writing as spe-cified in the syllabus (not more than 50 words)

TOTAL

ORAL EXAMINATION:

The oral examination is as set out in the

30marks 40 marks 40 marks 40 marks 50 marks 30 marks 20 marks 250 marks

syllabus for Standard 6. 50 marks

\ een~ \rc<--~b\-es

Marks out of70

USE OF LANGUAGE AND SPELLING Exceptional Excellent Outstandin! 70 63 Very Good 66 59 Good 61 54 Average 56 49 Mediocre 52 45 Poor 47 40 Very Poor 42 35

4 The letter should be marked as follows: (a) Content and tone

(b) Language and form

The following scale should be used: Marks out of 30

Good Average Fair

56 49 42 52 45 38 47 40 33 42 35 28 38 31 24 33 26 19 28 21 14

USE OF LANGUAGE AND SPELLING

Exceptional Excellent Good Average Fair

Outstanding 30 27 24 21 18 Very Good 28 15 22 19 16 Good 26 23 20 17 14 Average 24 21 18 15 12 Mediocre 22 19 16 13 10 Poor 20 17 14 11 8 Very Poor 18 15 12 9 6 Poor Fail 35 28 31 24 26 19 21 14 17 10 12 5 7 1 Poor Fail 15 12 13 10 II 8 9 6 7 4 5 2 3 1

(GUIDE) N.B. TOTAL POSSIBLE MARK = 70

LANGUAGE RATING LANGUAGE RATING MODIFIED BY CONTENT RATING

4-13 Extremely weak 1. Extremely poor 4 to 6 almost unintelligible 2. Entirely dull 7 to 10 (3- 19) 3. Arouses a faint interest 11 to 13 14-20 Patently below 1. Very poor 14 to 15 standard 2. Dull 16 to 18 (20- 29) 3. In a measure interesting 19 to 20 21-27 Doubtful 1. Poor 21 to 23 2. Ordinary 24 to 25 (30- 39) 3. In a measure interesting 25 to 27 28-34 Passworthy 1. Ordinary 28 to 30 (40-49) 2. Interesting in parts 31 to 34

35-41 A comfortable pass 1. Ordinary 35 to 36 (50- 59) 2. Interesting 39 to 41 42-48 Competent 1. Ordinary 42

2. Interesting 43 to 15 3. Outstanding 46 to 48 49-55 High grade 1. Ordinary 49 (70 -79) 2. Interesting 50 to 53

3. Interesting with a flash

(flashes) of impressiveness 43 to 55 56-70 Distinction 1. Interesting 56 to 60 (80- 100) 2. Interesting with a flash

(flashes) of impressiveness 61 63 3. Superb

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ANNEXURE A

ERRATA: DISCREPANCIES IN CURRENT SYLLABUSES FOR ENGLISH (SECOND LANGUAGE) STANDARD 6, 7 AND 8

1. Paragraph D (Evaluation) of the above syllabuses should be brought into line with the

structure as stipulated in DEPARTMENTAL CIRCULAR MINUTE 10 OF 1984: THE USE OF THE YEAR MARK TOGETHER WITH THE INTERNAL EXAMINATION MARK FOR PROMOTION PURPOSES IN SECONDARY SCHOOLS.

2. The evaluation structure in Section D of the syllabuses for Standards 6, 7 and 8 is replaced by the following allocation of marks:

2.1 Examination mark Oral examination 100 200 Total: 300 3. 4.

Written examination (3 hours)

Year mark Promotion mark

100 400

The oral examination will be conducted on a continuous basis and it should contain the following components (this mark is moderated by the inspector at the end of the year): evaluation of incidental and natural

speech acts (ongoing evaluation) 20 speaking on current topics 20 conversations on general everyday topics 20 small group discussions on the general

content of the prescribed books and

supplementary reading 20 oral answers to questions on a short

piece of written text 20 Total 100

The year mark must comprise at least eight 30 minute tests set through the year. These tests should cover as wide a range of topics of the syllabus as possible and the total mark allocation should be 100.

A B

c

D E F G H

Composition 70-56 55-49 48-42 41-35 34-28 27-21 20-14 13-0

letter 30-24 23-21 20-18 17- 15 14-12 11- 9 8- 6 5-0

Content 20-16 15-14 13-12 11-10 9-8 7-6 5-4 3-0

5-7 7- 6 5 4 4-3 3-2 2 1-0

Depth; substance impressive meaty some adequate insubstan thin shallow empty

knowledge substance tial

Interest; original-- rivetting stimulating Interesting a glimmer predictab trite inane dull void

ity: insight

Interpretation: focussed accurate sound acceptable loose faulty confused wrong

relevance

ORGANISATION 16-13 12- 11 10 9-8 7-6 5 4-3 2-0

7- 6 5 5-4 4-3 3 3-2 2-1 1-0

Coherence; fluency impressive clear and quite some some confusing pretty meaningless

obvious fluent coherent lapses confusion

Cohesion obvious present some few no wrong

markers markers markers markers

Structure; well orga- main ideas signs of loosely disorgan- incoher- too little

organisation intelligent nised stand out sequencing organized ized ent to organize Paragraphing

-

introduction skilful; some unhelp- faulty

-

and conclusion striking good sensible control ful illogical

-

topic sentence

-

unity

VOCABULARY 16-13 12 -II 10 9-8 7-6 5 4-3 2-0

7- 6 5 5-4 4-3 3 2 2 - I 1-0

Range: depth; nothing

aptness: sophistica- exceptiona very good good average weak poor dismal there tion

Register spot on appropriate acceptable some lapses in appro- unaccepta- no idea

praite ble at all

Word form faultless mmor few errors some errors poor even worse mangled

lapse/s control

LANGUAGE USE 18- 15 14-13 12 -II 10-9 8 7-6 5-4 3-0

3- 7 6 5 5 4-3 3 2 2-0

Sentence structure variety variety used some simple several major no idea

Errors

used effec well complex, used well: errors errors

tively used well no complex faulty complex

virtually few some several frequent dominated errors

error free serious errors but errors but errors: by errors: render it

errors meaning meaning meaning meaning

meaning-clear OK affected distorted less

I. Each piece of writing is given four marks: one each for content, organization, vocabulary and

language use wirh maximum of20, 16, 16 and 18 respectively for composition and 5, 7, 7 and 3

for the letter or easier task.

2. It is not possible to pay full attention to poor content : and expression at the same time.

Each piece of writing is therefore read twice, holistically and quite rapidly both times.

3. After the first reading marks are given for content and organization and after the second

APPENDIX 9

SECTION 0: MARU - BESSIE HEAD

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ORAL EXAMINATION FOR ENGLISH SECOND LANGUAGE STD 10 Schedule for continuous oral evaluation

The schedule for continuous oral evaluation is divided into three main sections to correlate with the following breakdown:

1 Prepared reading aloud 2. Short talks, discussions 3. Interviews, conversations

TOTAL

2 In each sub-section the mark allocation is divided. Marks should be awarded as follows:

10

20

20

50 X 2

Prepared reading: 5- fluency: the pupil should phrase correctly, not read word for word or

or haltingly, hesitating over word.

5 - Expression: enunciation, pronunciation sentence stress, intonation

Speaking: 5- Fluency and expression (see above)

5- Ideas and vocabulary: the ideas should be relevant and logically presented

The vocabulary should be appropriate; the register should be appropriate;

what is said must be interesting to the listeners. 3 The following guide is included on the attached schedule:

Faultless, could not be improved

5 EXCELLENT A high degree of competence and fluency

4 coon Better than most, fairly competent

3 FAIR Passable, but room for improvement 2 AVERAGE

WEAK Halting, expression and vocabulary poor

Do not be afraid to mark up good speakers and readers. Avoid giving 0.

4 How to use the schedule

Divide your class list by the number of periods per week (six or seven). That means that each week you should concentrate on awarding marks to six or seven specific pupils.

m

z

0 ~ X ... ... PREPARED ... READING '. PREPARED N SPEAKING DISCUSSION OF LITERATURE INTERVIEWS w WITH PUPILS PREE ... CONVERSATION CJ) _'-J 50 X 2 = 100

-EVALUATION TABLE

ENGLISH SECOND LANGUAG~ HIGH~R GRAD~

R::'ADING

1. PRONUKCIATION AND INTONATION

Poor pronunciation, no intonation

Strong mothertongue infleence '

Listener can follow

Good pronunciation, passable intonation Excellent, almost like mothertongee reader

2. CORRECTNESS

Repeat words, leave out words, little punctuation Repeat some words, doesn't read fluently

Read more or less fluently, some mistakes

Read fluently with a few smaller mistakes No mista~es, fleently

3. UNDERSTANDING

Doesn't understand ~hat is read at all

Does understand a statement here and there Understand the broad outline of what is read Understand almost everything well

Understand well and can comment

'

4. AWARENESS 0? TONE

No awareness of tone

Recognise perhaps something like joy or pain

Recognise certain emotions

Identify with most of the emotions

Eho·,:s in the reading that there is identificati'on 1-1ith the emotions in the passage

/ / Total 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 40 4

\

APPENDIX 13 169

EVALUATION TABLE

ENGLISH SECOND LANGUAGE HIGHER GRAD~

SPEAKING

1. VOCA3ULARY

very limited (search for words) Limited (is more or less understood)

can communicate (the message is understood) Fluent

Competent and clear

2. STRUCTURE

Cannot use full sentences Some structures are correct

More or less equal number of good and poor sentences Most sentences are correct

Excellent structure

3. FLUENCY AND PRONUNCIATION

1 2 3 4 5 1 2 3 4 5

Almost unable to talk 1

Speak haltingly, repeats 2

Can speak more or less fluently . 3

Sp8cks fluently, few hitches, little influence of mother tongue 4

Fluent and with confidence, almost like first language speaker 5

4. UNDERSTANDING

Doesn't understand when addressed Understands more or less

Understands in general

Understands ~ost issues addressed and responds to

Responds spontaneously and can e~en expand

-':'otal •. , ,2 3 4 ______]_ 20

APPENDIX 14 170 tJ~;EXU~E B

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The portfolio marksheet showing how the total mark was obtained.

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-Section C

HG: Response to novel/ folklore/ film Essay or contextual

SG: Response to novel/ folklore/ film Contextual only_ TOTAL GRAND TOTAL ~ (. ;.:: : . . ,• • • j I 30 120 320 converted to 400

20

90 240 converted to 300

6. FORl,1AT FOR GAUTENG DEPARTMEi\T OF EDUCATION SENIOR

CERTIFICATE LAI\'GUAGE PAPERS FOR FULL Tll\1£ CANDIDATES FOR ADDITIONAL (SECOND) LAKGUAGES:

AFRICAN, AFRIKA..c\NS AND ENGLISH

PAPER 1 2 hrs . HG SG

Section A: Comprehension

Non-literary text/s (HG = 600 \Vords; SG =450 words) and some form of graphic literacy could be included

Examples of skills to be tested:

Detailed comprehension, fact retrieval, listing facts or items, distinguishing between fact and opinion,

vocabulary in context, textual features (e.g. bold, italics, underlining),figures of speech in context, main idea,

purpose of text, writer's intention Possible question types:

Direct reference All three levels of

Inference interpretation will be tt;sted

Supposition in HG.SG papers will focus

on direct reference with less attention to inference and supposition

Evaluation, supposition, multiple choice. tme and false,

rewrite in your own words, questions requiring one word, phrase or sentence answer

Section B: Summary Skills tested:

Ability to read for meaning

Ability to distinguish main and supporting ideas

Ability to extract and write down ideas according to

instructions

35 35

Mark allocation: 10 10 Facts identified = 7

Number of words used recorded correctly= 1 Language usage = 2

There will be a penalty for exceeding the stipulated number of words.

A

point form summary is required

Length of passage: HG = 250-270 words SO= 200-240 words

Section C

-Skills to be tested:

All language items will be tested in a contextualised and communicative manner

Graphics, e.g. pictures may be used Items which could be used:

35 35

Grammatical structures, functions (e.g. apologising), use of resources (e.g. basic dictionary work)

Possible kinds of questions:

Cloze test, multiple choice, sentence transfom1ations,

editing sentences (e.g. punctuation)

Total: 80 80