This booklet was first developed in 2004, shortly after the introduction of the Revised National Curriculum Statement in South Africa. The intention of the booklet was to help teachers of senior phase (junior secondary) to integrate assessment into their teaching and learning.
The outcome of this umthamo relate to integrating the way children think and work scientifically in the classroom. There will be a focus on experimenting, as well as the related process skills of using time relationships and controlling and manipulating variables. Teachers will also be asked to reflect on their role as they help learners develop these science skills.
This course aims at introducing you to basic concepts of educational measurement, monitoring, assessment and evaluation. Furthermore, it seeks to equip you with basic knowledge and skills that are important for developing tools for measurement, assessment, and monitoring of educational attainments and institutional performance.
Wayne Hugo, author of Cracking the Code to Educational Analysis (Pearson Education South Africa, 2013) has produced a video series that introduces the essentials of his book and provides practical examples.
In his own words: "The idea behind the book and this series of videos is to enable anyone to learn the basics of educational analysis by asking 10 questions that get to the heart of how education works. The ten questions cover curriculum, pedagogy, levels of the education system, and stages of an education system. Some have called the book and video series ‘Basil Bernstein for Beginners’, and I suppose, on one level, I am complimented by the imputation that what I have done enables an understanding of the complex work of Bernstein. It is intended to do more than this however – the book and videos develop an active thinking process that improves the ability to analyze education processes. Check the videos out for yourself, they are all on YouTube. Start off with cracking the code to educational analysis – introduction "
If you found the introductory video useful and interesting, you might like to follow the links others in the series.
The A to V video set on Cracking the code to educational analysis
A: introduction
B: Question 1 – everyday/specialised
D: Question 2: Relationship between specialisations
F: Question 3 – relationships inside a specialisation
H: eight curriculum possibility spaces – summary of questions 1, 2, and 3
I: Question 4 – selection of knowledge
K: Question 5 – Sequencing of knowledge
M: Question 6- Pacing of knowledge
O: Pedagogic possibility spaces – combination of questions 4, 5, and 6
P: Question 7 – Assessment and feedback
R: Question 8 – relationships between teacher and students
T: Question 9 – Levels of education
U: Question 10 – Stages of education
V: Concluding example using all 10 questions: Educational analysis of South African education
This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
This unit explores outcomes-based assessment of mathematics in terms of five main questions ? Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
This unit explores outcomes-based assessment of mathematics in terms of five main questions: Why assess?(the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
This unit explores outcomes-based assessment of mathematics in terms of five main questions ? Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
The solutions unit consists of the following:
This module is aimed at helping you perform these roles to the best of your ability. As such, it provides you with information on assessment and evaluation in general and on outcomes-based assessment in particular. It attempts to show you how assessment contributes to quality teaching and learning and how it promotes accountability. Most importantly, though, it places assessment in context, indicating how it could be used as a tool for transformation
This module is aimed at helping you perform these roles to the best of your ability. As such, it provides you with information on assessment and evaluation in general and on outcomes-based assessment in particular. It attempts to show you how assessment contributes to quality teaching and learning and how it promotes accountability. Most importantly, though, it places assessment in context, indicating how it could be used as a tool for transformation.
This accredited journal publishes contributions from any field of education. While the emphasis is on empirical research, theoretical or methodological papers, review articles, short communications, book reviews and letters containing fair commentary on previously published articles will also be considered. Priority is given to articles that are relevant to Africa or that address cross-cultural topics, and to contributions addressing educational issues of social change and development.
The Journal of Education is an interdisciplinary publication of original research and writing on education. The journal aims to provide a forum for scholarly understanding of the field of education. A general focus of the journal is on curriculum. Curriculum is understood in a wide and interdisciplinary sense, encompassing curriculum theory, history, policy and development at all levels of the education system (e.g. schooling, adult education and training, higher education). Contributions that span the divide between theory and practice are particularly welcome. Although principally concerned with the social sciences, the journal encourages contributions from a wider field.
The focus of this module is not only on moderation but also on the management of moderation processes at subject, department and school level. The current emphasis on moderation is the result of an increased emphasis on accountability and quality assurance in education. Informing this emphasis is the desire to ensure that assessments are fair, reliable, valid and consistent.
