A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke

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dc.contributor.author Reyneke, Elizabeth Maryna
dc.date.accessioned 2009-06-08T06:00:07Z
dc.date.available 2009-06-08T06:00:07Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10394/1893
dc.description Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.
dc.description.abstract When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum that challenged them to implement a learner-centred approach to teaching, learning and assessment. Since assessment is seen as the heart of effective teaching and learning, this research was aimed at establishing how effective teachers of English First Additional Language (EFAL) in the FET band were in implementing Outcomes-Based Assessment (OBA). A thorough literary survey on OBE and OBA was conducted. This survey included a study of the principles and philosophical underpinnings of OBE and the clarification of the key concepts of OBE and OBA. Various documents on the teaching, learning and assessment of English Second Language from the Departments of Education in New Zealand, Canada and Australia were studied to gain an international perspective. This was followed by an analysis of South African policy documents on the teaching, learning and assessment of EFAL. Empirical research was conducted by means of a survey in which both qualitative and quantitative methods of data collection were used. The data analysis revealed that teachers of EFAL in the FET band experience problems with the practical implementation of the curriculum and the assessment thereof. Problems were mainly experienced with setting achievable outcomes, designing lessons, teaching material and learning activities, teaching and assessing in a learner-centred way, employing the most appropriate types and methods of assessment and using feedback to enhance learning. A model for assessment has been designed to fill the gap left between the theory of OBE and OBA as expressed in the NCS for EFAL and the successful, practical implementation thereof. It is anticipated that this model will contribute to the improvement of teaching, learning and assessment of EFAL in the FET band in public schools.
dc.publisher North-West University
dc.subject Outcomes-based education en
dc.subject Outcomes-based assessment en
dc.subject English first additional language en
dc.subject FET band en
dc.title A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke en
dc.type Thesis en
dc.description.thesistype Doctoral

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    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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