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Document 1943594
5.2
l~a~angaProYince
I DlstrlCll
f
"
30
~--~
60 KIlometers
Figure 5.2 Map showing the regions within Mpumalanga Province
130
following paragraphs and tables, statistical techniques and logical empirical explanations
are applied in order to refute or support the above hypotheses.
6.6.1
Results Of Rotated Factor Pattern Of Items Assessing Teachers' Views
About Outcomes·based Education Ass,essment Strategies And Their
Influence On The Culture Of Learning.
All variables under factor one which loaded more than 0.30 eigenvalues
Outcomes-based
relate to
Education assessment strategies and their influence on the culture of
learning. This factor and its respective variables are illustrated in table 6.6.
ITEM NUMBER AND DESCRIPTION
V.72
V.88
V.86
V.89
V.73
Y.74
V.84
V.85
V.65
V.70
Performance indicators assist both teachers and learners
to assess the quality and quantity of what learners have
achieved in OBE
Portfolio
promotes
assessment
strategies
communication
between teachers and learners in
teaching-learning situation
Portfolio assessment strategies enable teachers to
evaluate learners' performance on an individual basis.
In OBE teachers use self-assessment to allow learners
to be active in the assessment practices.
Teachers use assessment crite,ria to help learners to be
active in the assessment practices.
Teachers use performance indicators to assess whether
learners have mastered both the process as well as the
content of learning.
Teachers in OBE use portfolio assessment strategies to
assist learners to monitor their own progress.
Teachers'
assessment of learners'
work through
portfolio strategies allow learners to be actively
involved in assessment exercises.
Teachers' assessment of learners' work in OBE assesses
learners' progress and development.
Teachers' assessment of critical cross-field outcomes in
OBE enhances the interest of learning to learners.
EIGENVALUE OF
ITEMS FOR FACTOR 1
0,73219
0,72303
0,70926
0,70640
0,70613
0,70430
0,69523
0,69279
0,69242
0,68745
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