Browsing by Author "Van der Berg, Servaas"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
- ItemContinuous assessment and matriculation examination marks – an empirical examination(AOSIS Publishing, 2016) Van der Berg, Servaas; Shepherd, DebraThis study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning. This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.
- ItemCounting the cost : COVID-19 school closures in South Africa and its impact on children(AOSIS, 2020-12-07) Spaull, Nic; Van der Berg, ServaasBackground: When the new coronavirus rapidly spread across the globe, the impact of the virus on children was still unclear, and closing schools seemed the responsible thing to do. But much has been learnt since about coronavirus disease 2019 (COVID-19) and the effects of lockdown and school closures, both in South Africa and internationally. Aim: It shows that the mortality risk of the virus is extremely small for children, even when assuming an extremely pessimistic scenario for total COVID-19 deaths. Setting: We review the evidence at a national level in South Africa using nationally-representative datasets. Methods: This article offers evidence drawn from nationally representative household surveys, school surveys and administrative datasets, as well as research reports. Results: International evidence predominantly shows that children are not important transmitters of this virus, which is different from the case for influenza, for example. We show that there are considerable costs to the lockdown for children. These relate to foregone leaning opportunities, mental health, nutrition and physical health. Conclusion: We show that re-opening the economy whilst keeping schools closed results in many unintended consequences, including that children are at higher risk of being left home alone. Considering all of this, we propose that all children should return to schools, crèches and early childhood development (ECD)centres without any further delay.
- ItemDie verband tussen die aard en omvang van ekonomiese groei en die bevrediging van basiese behoeftes in Suid-Afrika(Stellenbosch : Stellenbosch University, 1987) Van der Berg, Servaas; Stellenbosch University. Faculty of . Dept. of .
- ItemEarly roots of "coloured" poverty : how much can 19th century censuses assist to explain the current situation?(North-West University, 2013-12) Du Plessis, Sophia; Van der Berg, ServaasThe coloured population comprises almost 10 per cent of the South African population, earning only a slightly smaller proportion of national income. The average income of this group hides, however, startlingly large disparities in living standards. Their Gini coefficient has been rising, and depending on the data source one uses, appears to be close to or even above 0.60 – a level exceeded by few countries. Poverty levels are high; roughly one-quarter to one-third of all coloured people can be classified as poor, depending on the poverty line used. This poverty is in spite of the fact that during the apartheid era, coloureds were never subjected to quite the same levels of economic and socio-political discrimination as blacks and shared common languages and much of their culture with whites, which could have served as lubricant for social mobility into the middle class. Taking cognisance of these facts, the question arises why so many coloured people find themselves in a poverty trap. This paper takes a historical approach in an attempt to provide some pointers as to why poverty has remained so pervasive within this group. We present statistics on the socio-economic position of this population group, starting in 1865, when the first official census was conducted in the Cape Colony. We highlight information of interest wherever early censuses allow. This is followed by an examination of censuses and surveys dating from 1970 onwards, using micro datasets. Patterns of educational progress and exclusion are highlighted and compared with those of other groups, where possible and appropriate, because of the importance of such patterns for intergenerational social mobility.
- ItemEducational outcomes : pathways and performance in South African high schools(Academy of Science of South Africa, 2012-03-14) Reddy, Vijay; Van der Berg, Servaas; Janse van Rensburg, Dean; Taylor, StephenWe analysed the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data sets. We examined the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M) and poorer students (Subsystem P, the majority) was compared. Firstly, mathematics achievement scores in South Africa are low and different performance patterns were shown between the two subsystems. Secondly, students who started with similar Grade 8 mathematics scores had different educational outcomes 4 years later. In Subsystem M schools, Grade 8 mathematics scores were a good indicator of who would pass matric, whilst this relationship was not as strong in Subsystem P schools. Thirdly, there was a stronger association between TIMSS Grade 8 scores and subject choice of matric mathematics in Subsystem M schools than in Subsystem P schools. Fourthly, there was a strong correlation between Grade 8 mathematics performance and matric mathematics achievement. Mathematics performance in the earlier years predicted later mathematics performance. To raise exit level outcomes, mathematics scores need to be raised by Grade 8 or earlier. To improve educational and labour market outcomes, the policy priority should be to build foundational knowledge and skills in numeracy. © 2012. The Authors.
- ItemTowards defending a semantic theory of expression in art : revisiting Goodman(The Philosophical Society of Southern Africa, 2012-09) Van der Berg, ServaasNelson Goodman’s attempt to analyse the expressiveness of artworks in semantic terms has been widely criticised. In this paper I try to show how the use of an adapted version of his concept of exemplification, as proposed by Mark Textor, can help to alleviate the worst problems with his theory of expression. More particularly I argue that the recognition of an intention, which is central to Textor’s account of exemplification, is also fundamental to our understanding of expressiveness in art. Moreover I propose that the recognition of this intention depends on our interpretation of the artwork – an insight Goodman tried to capture with his assertion that our attributions of expressive properties to artworks function metaphorically. The realisation of the context-dependence of our expressive judgements about art and, hence, of the central role interpretation plays in these judgements, I contend, counts in favour of theories of expression like Goodman’s that focus on semantic concerns.