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

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dc.contributor.advisorBerkhout, S. J.en_ZA
dc.contributor.authorArnold, Alvin Marken_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Education Policy Studies.
dc.date.accessioned2006-11-16T08:16:14Zen_ZA
dc.date.accessioned2010-06-01T08:57:04Z
dc.date.available2006-11-16T08:16:14Zen_ZA
dc.date.available2010-06-01T08:57:04Z
dc.date.issued2005-12
dc.descriptionThesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005.
dc.description.abstractThe 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
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dc.format.mimetypeapplication/pdfen_ZA
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dc.identifier.urihttp://hdl.handle.net/10019.1/2738
dc.language.isoafaf_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectTeachers -- Job stress -- South Africa -- Case studiesen_ZA
dc.subjectTeachers -- Workload -- South Africa -- Case studiesen_ZA
dc.subjectCompetency-based education -- South Africa -- Evaluationen_ZA
dc.subjectTheses -- Education policy studiesen_ZA
dc.subjectDissertations -- Education policy studiesen_ZA
dc.titleDie impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysersaf
dc.typeThesisen_ZA
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