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Uitkomsgebaseerde assesseringsmodel vir die ontvangsjaar

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dc.contributor.advisor Van Staden, Christie, 1941- en
dc.contributor.author Davin, Reda J. (Reda Johanna) en
dc.date.accessioned 2009-08-25T10:57:15Z
dc.date.available 2009-08-25T10:57:15Z
dc.date.issued 2009-08-25T10:57:15Z
dc.date.submitted 2003-06-30 en
dc.identifier.uri http://hdl.handle.net/10500/1845
dc.description Text in Afrikaans with summaries in Afrikaans and English
dc.description.abstract This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. en
dc.format.extent 1 online resource (xiii, 330 p)
dc.language.iso af
dc.subject Assessment en
dc.subject Reception year en
dc.subject Outcomes-based education en
dc.subject Parent involvement en
dc.subject Portfolios en
dc.subject Observation en
dc.subject Anecdotal records en
dc.subject Checklists en
dc.subject Participation charts en
dc.subject Assessment model en
dc.subject.ddc 371.2620968
dc.subject.lcsh Educational evaluation -- South Africa
dc.subject.lcsh Early childhood education -- Parent participation -- South Africa
dc.subject.lcsh Competency based education -- South Africa
dc.title Uitkomsgebaseerde assesseringsmodel vir die ontvangsjaar en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree D.Ed. (Teacher Education) en


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