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Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005.
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| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : University of Stellenbosch
2006
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| _version_ | 1867613776807723008 |
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| access_status_str | Open Access |
| author | Arnold, Alvin Mark |
| author2 | Berkhout, S. J. |
| author_browse | Arnold, Alvin Mark Berkhout, S. J. |
| author_facet | Berkhout, S. J. Arnold, Alvin Mark |
| author_sort | Arnold, Alvin Mark |
| collection | Thesis |
| dc_rights_str_mv | University of Stellenbosch |
| description | Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/2738 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:41:31.332Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2006 |
| publishDateRange | 2006 |
| publishDateSort | 2006 |
| publisher | Stellenbosch : University of Stellenbosch |
| publisherStr | Stellenbosch : University of Stellenbosch |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/2738 Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers Arnold, Alvin Mark Berkhout, S. J. University of Stellenbosch. Faculty of Education. Dept. of Education Policy Studies. Teachers -- Job stress -- South Africa -- Case studies Teachers -- Workload -- South Africa -- Case studies Competency-based education -- South Africa -- Evaluation Theses -- Education policy studies Dissertations -- Education policy studies Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. The 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. Masters 2006-11-16T08:16:14Z 2010-06-01T08:57:04Z 2006-11-16T08:16:14Z 2010-06-01T08:57:04Z 2005-12 Thesis http://hdl.handle.net/10019.1/2738 af University of Stellenbosch 1410916 bytes 113502 bytes 78186 bytes 77876 bytes application/pdf application/pdf application/pdf application/pdf application/pdf Stellenbosch : University of Stellenbosch |
| spellingShingle | Teachers -- Job stress -- South Africa -- Case studies Teachers -- Workload -- South Africa -- Case studies Competency-based education -- South Africa -- Evaluation Theses -- Education policy studies Dissertations -- Education policy studies Arnold, Alvin Mark Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers |
| title | Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers |
| title_full | Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers |
| title_fullStr | Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers |
| title_full_unstemmed | Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers |
| title_short | Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers |
| title_sort | die impak van die uitkomsgebaseerde onderwys assesseringsbeleid op die werkslading van onderwysers |
| topic | Teachers -- Job stress -- South Africa -- Case studies Teachers -- Workload -- South Africa -- Case studies Competency-based education -- South Africa -- Evaluation Theses -- Education policy studies Dissertations -- Education policy studies |
| url | http://hdl.handle.net/10019.1/2738 |
| work_keys_str_mv | AT arnoldalvinmark dieimpakvandieuitkomsgebaseerdeonderwysassesseringsbeleidopdiewerksladingvanonderwysers |