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Exploring quality and assessment models for English first additional language in Grade 10
Dissertation (MEd)--University of Pretoria, 2011.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613490637701120 |
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| access_status_str | Open Access |
| author2 | Scherman, Vanessa |
| author_browse | Scherman, Vanessa |
| author_facet | Scherman, Vanessa |
| collection | Thesis |
| dc_rights_str_mv | © 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2011. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/27630 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:36:58.812Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/27630 Exploring quality and assessment models for English first additional language in Grade 10 Scherman, Vanessa tsneluheni@webmail.co.za Neluheni, Tshililo Sedney Validity Outcomes-based assessment Oba Assessment task Reliability Learning outcomes Assessment standard Internal moderation Case study Quality assurance English first additional language (EFAL) UCTD Dissertation (MEd)--University of Pretoria, 2011. This research aimed at exploring the quality assurance and assessment models used for English First Additional language (EFAL) in the Further Education and Training (FET) band especially in Grade 10. It examined various quality assurance models used by grade 10 educators in designing the assessment tasks, with specific reference to EFAL. This study adopted the industry based SABS ISO 9004-2 conceptual framework. This conceptual framework ensures that the task to be performed and the objectives to be achieved are clearly spelt out, including how they affect quality. A qualitative research approach was used, specifically a case study. Convenient sampling was used to select the three participant of this study, namely; two EFAL educators and one Head of Department (HoD). Data was collected through semi-structured interviews, document analysis and research journal, and triangulated to support the conclusion and to make the findings more reliable. The main research question of the study was: To what extent do English First Additional Language (EFAL) educators employ quality assurance measures in their assessment. In order to fully explore the quality assurance measures employed in EFAL assessment tasks, four sub- research questions were envisaged in this study. The following themes emerged from the data collected: assessment of EFAL, quality of the assessment tasks, assessment challenges as well as internal moderation. With regard to assessment of EFAL the results of the study indicated that educators have minimal level of skill to construct high quality assessment tasks due to poor understanding of OBA and the terminology associated with OBA. As a result, they resorted to prescribed portfolio assessment tasks as dominant form of assessment. The study also found that the quality of such assessment tasks is below the expected standard as Learning Outcomes and Assessment Standards are the major quality assurance measures utilized. Furthermore the study revealed that challenges such as overcrowding and shortage of learner support material are the inhibiting factors towards development and implementation of quality assessment tasks. The study further revealed that moderation of those Grade 10 portfolio assessment tasks which occur at school level by the HoD, focused mainly on the accuracy of mark transfer from the learner’s script to the mark sheets rather than on the quality of the assessment task. The study further revealed a corroboration of concepts used in the conceptual framework based on the SABS ISO 9004-2, as educators do not have acceptable level of establishing quality structure or measures for effective control, evaluation and improvement of service quality throughout all stages of learning and assessment. The difficulty was attributed to educator’s lack of knowledge with regard quality assurance mechanisms, assessment and the terminology associated with Outcomes Based Assessment. Copyright Science, Mathematics and Technology Education unrestricted 2013-09-07T11:52:32Z 2012-08-29 2013-09-07T11:52:32Z 2012-04-18 2011 2012-08-29 Dissertation Neluheni, TS 2011, Exploring quality and assessment models for English first additional language in Grade 10, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/27630 > F12/4/269/gm http://hdl.handle.net/2263/27630 http://upetd.up.ac.za/thesis/available/etd-08292012-132407/ © 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Validity Outcomes-based assessment Oba Assessment task Reliability Learning outcomes Assessment standard Internal moderation Case study Quality assurance English first additional language (EFAL) UCTD Exploring quality and assessment models for English first additional language in Grade 10 |
| title | Exploring quality and assessment models for English first additional language in Grade 10 |
| title_full | Exploring quality and assessment models for English first additional language in Grade 10 |
| title_fullStr | Exploring quality and assessment models for English first additional language in Grade 10 |
| title_full_unstemmed | Exploring quality and assessment models for English first additional language in Grade 10 |
| title_short | Exploring quality and assessment models for English first additional language in Grade 10 |
| title_sort | exploring quality and assessment models for english first additional language in grade 10 |
| topic | Validity Outcomes-based assessment Oba Assessment task Reliability Learning outcomes Assessment standard Internal moderation Case study Quality assurance English first additional language (EFAL) UCTD |
| url | http://hdl.handle.net/2263/27630 http://upetd.up.ac.za/thesis/available/etd-08292012-132407/ |