Educator as Assessor

# 2006 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDAHOD-5/1/2007-2009 97989266 A4 Icon Style

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EDAHOD-8/1/2007±2009

Contents

Study unit
INTRODUCTION The role of assessment Changes in assessment Expected outcomes: what to expect from the course Reading the course material A two-way conversation Application Ð a practical approach Planning your study 1 HISTORICAL BACKGROUND TO ASSESSMENT Introduction 1.1 Historical issues and assessment 1.1.1 The Chinese literati 1.1.2 The feudal system in Europe 1.1.3 Colonialism in Africa RE-EVALUATION OF ASSESSMENT IN THE SOUTH AFRICAN CONTEXT 2.1 The exam crisis in South African schools 2.1.1 How valid or reliable is the Matric exam as an assessment method? 2.1.2 Are tests and exams still useful forms of assessment? 2.2 The influence of context on the educational situation 2.2.1 The key economic forces that drive our new education system 2.3 Changes in the South African context: social and political context 2.3.1 Changes in South Africa 's social context 2.3.2 Changes in South Africa 's political context 2.4 The influence of educational system, infrastructure and policies on assessment 2.4.1 The National Curriculum Statement 2.4.2 Change as a process 2.5 Outcomes-based education and assessment 2.5.1 The term ``outcomes-based ' ' 2.6 Reflection on the case study WHY ASSESS? Introduction 3.1 Choosing a purpose for assessment 3.1.1 Assessment in order to grade or sort 3.1.2 Assessment in order to promote or select 3.1.3 Assessment in order to evaluate 3.1.4 Assessment in order to predict

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Study unit
3.1.5 3.1.6 3.1.7 3.1.8 3.2 3.2.1 3.2.2 3.2.3 3.3 3.3.1 3.3.2 4 Assessment in order to control Assessment in order to diagnose Assessment in order to guide and motivate Assessment in order to

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