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dc.contributor.advisorBertram, Carol Anne.
dc.contributor.advisorDempster, Edith Roslyn.
dc.creatorMkholo, Bhekeni Stuart Maxwell.
dc.date.accessioned2012-03-30T07:34:53Z
dc.date.available2012-03-30T07:34:53Z
dc.date.created2011
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10413/5182
dc.description.abstractThis study describes the extent to which summative assessment tasks assess the different cognitive levels and learning outcomes with reference to the SAG (2008) for Grade 10 Life Sciences. Essentially, it describes the fit between the intended and implemented assessment, using documentary analysis as a research strategy. In order to determine the fit between intended and implemented assessment the Life Sciences SAG (2008) and question papers on summative assessment tasks were analysed. The question papers were obtained from three schools which were sampled purposively in the Mpumalaga Province. The Life Sciences SAG (2008) was analysed in order to determine the official percentage weightings (marks) of the cognitive levels and learning outcomes which must be assessed in the summative assessment tasks (intended assessment). Using the Revised Bloom’s Taxonomy as an analysis tool, question papers on summative assessment tasks were also analysed in order to determine the average percentage weightings (marks) of the cognitive levels and learning outcomes which were assessed (implemented assessment). When the intended and implemented assessments were compared the following results were obtained: For practical tasks and end-of-year examinations there was an incongruity between the intended and implemented assessment in terms of the cognitive levels and learning outcomes. The discrepancy between the intended and the implemented assessment was also found in controlled tests but only in terms of the learning outcomes. In controlled tests the fit between intended and implemented assessment in terms of the cognitive levels could not be determined because the SAG (2008) does not prescribe the cognitive levels which must be assessed. Furthermore, a weak fit between the intended and the implemented assessment in terms of the lower cognitive levels and learning outcomes was found in mid-year examinations. However, there was a strong fit between the intended and implemented assessment in terms of the higher cognitive levels in mid-year examinations. Lastly, for the research projects the fit between the intended and implemented assessment could not be determined because the Life Sciences SAG (2008) does not prescribe the cognitive levels as well as the percentage weightings of the learning outcomes which must be assessed.en
dc.language.isoen_ZAen
dc.subjectEducation, Higher--Management.en
dc.subjectEducation leadership--South Africa.en
dc.subjectUniversities and colleges--South Africa.en
dc.subjectCurriculum planning--South Africa.en
dc.subjectTheses--Education.en
dc.titleAssessment in further education and training (FET) life sciences : an analysis of assessment tasks in three selected schools in the Mpumalanga Province.en
dc.typeThesisen
dc.description.notesThesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.en


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