Exploring history teachers' perceptions of outcomes-based assessment in South Africa
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Date
2014Author
Warnich, Pieter
Meyer, Lukas
Van Eeden, Elize
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In an attempt to restructure the unequal South African education system of the
apartheid regime, Curriculum 2005 – with an Outcomes-based Education (OBE)
approach – was introduced by the ANC government in 1998. This new teaching
approach implied, amongst other things, modified assessment practices, which set
new demands and challenges for History teachers. A national survey was
conducted amongst a stratified random sample of History teachers in South Africa
to explore their perceptions of Outcomes-based Assessment (OBA) practices. The
purpose of this article is to share the findings of this survey. The findings emanating
from the research revealed that, in general, History teachers' perceptions about
OBA were positive, but that they experienced problems with the practical
implementation thereof. Factors such as inadequate training, the lack of resources
and other support material in learning and teaching, an increased workload and a
lack of support from subject and curriculum specialists contributed to the perception
that there was insufficient support for effective OBA implementation. Inadequate
knowledge and an ineffective understanding of the complex assessment
requirements and practices of OBA were also cited as implementation issues.
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