|
Advanced search
Previous page
|
Title
Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland |
Full text
http://hdl.handle.net/11394/2479 |
Date
2007 |
Author(s)
Kelly, Victoria Louise |
Contributor(s)
Faculty of Education; Meerkotter, Dirk; Holtman, Lorna; Mikalsen, Øyvind |
Abstract
The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants; experiences of the assessment models were achieved through teachers administering and scoring performance assessment tasks and context-based unit tests to their students. Perceptions were obtained through questionnaires and interviews from students. Interviews and informal discussions were used to elicit teachers; perceptions. Observations during the administration of performance assessment tasks were also used for triangulation. - Philosophiae Doctor - PhD |
Subject(s)
Alternative; Assessment; Context-based; Education; Perceptions; Performance; Secondary; School |
Language
en |
Publisher
University of the Western Cape |
Type of publication
Thesis |
Rights
University of the Western Cape |
Repository
Cape Town - Theses and Dissertations, University of Western Cape
|
Added to C-A: 2017-01-20;09:56:58 |
© Connecting-Africa 2004-2024 | Last update: Saturday, July 6, 2024 |
Webmaster
|