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Educators' implementation of assessment in outcomes-based education

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dc.contributor.advisor Ngidi, D.P.
dc.contributor.author Ngidi, Thelma Zenzele Nomhlangano
dc.date.accessioned 2011-05-09T12:52:43Z
dc.date.available 2011-05-09T12:52:43Z
dc.date.issued 2006
dc.identifier.other 311321
dc.identifier.uri http://hdl.handle.net/10530/521
dc.description Submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Departmrnt of Curriculum and Instructional Studies at the University of Zululand, 2006. en_US
dc.description.abstract The present study examines educators' implementation of assessment in Outcomes-Based Education. The aim was to ascertain the extent to which educators use assessment methods, assessment tools, assessment techniques, forms (specific purposes) of assessment and reporting tools. Another aim was to determine whether educators' biographical factors (gender, teaching experience, qualification and teaching phase) have any influence on educators' usage of assessment methods, assessment tools, assessment techniques, forms (specific purposes) of assessment and reporting tools. To this end, a questionnaire was administered to a randomly selected sample of three hundred and three educators. The findings reveal that educators differ in the extent to which they use assessment methods. A very high percentage (66.3%) of educators report a moderate level of using assessment methods, 29.7% report a low usage level and 4% report a high usage level. The findings also indicate that educators' biographical factors have no influence on educators' usage of assessment methods. The findings show that educators differ in the extent to which they use assessment tools. A relatively high percentage (59.1%) of educators report a moderate level of using assessment tools, 6.2% report a low usage level and 34.7% report a high usage level. The findings further reveal that qualification and teaching phase have an influence on educators' usage of assessment tools. The findings reveal that educators differ in the extent to which they use assessment techniques. A high percentage (62.7%) of educators report a moderate level of using assessment techniques, 13.5% report a low usage level and 23.8% report a high usage level. The findings also indicate that teaching phase has an influence on educators' usage of assessment techniques. The findings show that educators differ in the extent to which they use forms (specific purposes) of assessment. A relatively high percentage (50.2%) of educators report a moderate level of using forms of assessment, 6.6% report a low usage level and 43.2% report a high usage level. The findings further indicate that educators' biographical factors have no influence on educators' usage of forms of assessment. The findings reveal that educators differ in the extent to which they use reporting tools. A high percentage (61.4%) of educators report a low level of using reporting tools, 34.6% report a moderate usage level and 4% report a high usage level. The findings also indicate that educators' biographical factors have no influence on educators' usage of reporting tools. On the basis of the findings of this study, a model for implementation process of assessment in OBE was proposed and recommended. en_US
dc.language.iso en en_US
dc.subject Competency-based education en_US
dc.subject Educational tests and measurements en_US
dc.subject Outcomes-Based Education -- assessment en_US
dc.subject Assessment tools en_US
dc.title Educators' implementation of assessment in outcomes-based education en_US
dc.type Thesis en_US


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