Learning through assessment

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in which higher education conceptualises teaching, learning and assessment has been inevitably changed due to the COVID- 19 pandemic, and now more than ever we need learners to be self-directed in their learning. Assessment plays a key role in learning and, therefore, we have to identify innovative ways in which learning can be assessed, and which are likely to become the new norm even after the pandemic has been brought under control. The goal of this book, consisting of original research, is to assist with the paradigm shift regarding the purpose of assessment, as well as providing new ideas on assessment strategies, methods and tools appropriate to foster self-directed learning in all modes of delivery

Learning through assessment

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in which higher education conceptualises teaching, learning and assessment has been inevitably changed due to the COVID- 19 pandemic, and now more than ever we need learners to be self-directed in their learning. Assessment plays a key role in learning and, therefore, we have to identify innovative ways in which learning can be assessed, and which are likely to become the new norm even after the pandemic has been brought under control. The goal of this book, consisting of original research, is to assist with the paradigm shift regarding the purpose of assessment, as well as providing new ideas on assessment strategies, methods and tools appropriate to foster self-directed learning in all modes of delivery

Administration Building, University of Pretoria

The interior of the executive chambers in the Administration Building, Hatfield Campus, University of Pretoria.Q-Photo FujiFil

A model to relieve South African educators from the administrative demands generated by the implementation of the National Curriculum Statement

PhD, Education Management, North-West University, Vaal Triangle Campus, 2012The primary aim of this study was to develop a model to relieve South African educators from the administrative demands generated by the implementation of the National Curriculum Statement. The influence of the implementation of the National Curriculum Statement on the administrative workload of South African educators, the nature of the administrative activities of educators in South African schools and the nature of the assistance South African educators require to manage their teaching task successfully, were researched through a literature study and an empirical investigation. A model was then developed to relieve South African educators of the administrative demands generated by the implementation of the National Curriculum Statement. The researcher found that in several research reports educators indicate that their workload has increased dramatically as a result of different aspects such as the amount of paperwork, behaviour of learners, class size, level of support from the Department of Education, recording and reporting of learner performance and extra-curricular activities. All these aspects cause educators distress/anxiety and they find it frustrating and difficult to cope with the increased workload. It also became evident that the majority of educators in South Africa experience the multiple, complex and constantly changing requirements in teaching and learning contexts, marked on the whole by large classes with diverse teaching and learning needs, as an unbearable increase in workload and that educators need support in respect of their administrative duties as this impacts on effective teaching and learning. Based on the findings of this research, it is clear that educators need support to alleviate their administrative workload. The focus of the proposed model (Relieve Educators Administrative Demands) is on relieving educators from the administrative demands that the implementation of the National Curriculum Statement generated. The implementation of this model should alleviate educators’ workload and the support that interns can give in this regard will provide educators with more time for teaching and learning.Doctora

The influence of administrative duties on effective classroom management in the Further Education and Training (FET) phase

Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively.Master