Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers

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dc.contributor.advisor Berkhout, S. J. en_ZA
dc.contributor.author Arnold, Alvin Mark en_ZA
dc.contributor.other University of Stellenbosch. Faculty of Education. Dept. of Education Policy Studies.
dc.date.accessioned 2006-11-16T08:16:14Z en_ZA
dc.date.accessioned 2010-06-01T08:57:04Z
dc.date.available 2006-11-16T08:16:14Z en_ZA
dc.date.available 2010-06-01T08:57:04Z
dc.date.issued 2005-12
dc.identifier.uri http://hdl.handle.net/10019.1/2738
dc.description Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005.
dc.description.abstract The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school. Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time. This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy. The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers. en_ZA
dc.format.extent 1410916 bytes en_ZA
dc.format.extent 113502 bytes en_ZA
dc.format.extent 78186 bytes en_ZA
dc.format.extent 77876 bytes en_ZA
dc.format.mimetype application/pdf en_ZA
dc.format.mimetype application/pdf en_ZA
dc.format.mimetype application/pdf en_ZA
dc.format.mimetype application/pdf en_ZA
dc.language.iso af af_ZA
dc.publisher Stellenbosch : University of Stellenbosch
dc.subject Teachers -- Job stress -- South Africa -- Case studies en_ZA
dc.subject Teachers -- Workload -- South Africa -- Case studies en_ZA
dc.subject Competency-based education -- South Africa -- Evaluation en_ZA
dc.subject Theses -- Education policy studies en_ZA
dc.subject Dissertations -- Education policy studies en_ZA
dc.title Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers af
dc.type Thesis en_ZA
dc.rights.holder University of Stellenbosch


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