- Title
- Identifying the need for the development of an instrument to determine senior phase teachers' science-assessment competence
- Creator
- Lombard, Elsa Helena
- Subject
- Science -- Ability testing -- South Africa
- Subject
- Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation
- Subject
- Educational tests and measurements -- South Africa
- Subject
- Competency-based education -- South Africa
- Date Issued
- 2002
- Date
- 2002
- Type
- Thesis
- Type
- Masters
- Type
- MTech
- Identifier
- vital:10786
- Identifier
- http://hdl.handle.net/10948/100
- Identifier
- Science -- Ability testing -- South Africa
- Identifier
- Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation
- Identifier
- Educational tests and measurements -- South Africa
- Identifier
- Competency-based education -- South Africa
- Description
- The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs
- Format
- xii, 224 leaves
- Format
- Publisher
- Port Elizabeth Technikon
- Publisher
- Faculty of Communication and Educational Studies
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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