The use of outcomes–based education assessment strategies by intermediate phase educators : challenges and implications
Lephogole, Ceveline Mpho
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The study is about the use of Outcomes-Based Education Assessment strategies by Intermediate phase educators in the Atamelang Districts of the North West Province of Republic of South Africa: Challenges and implications. The research study sought to investigate the fo11owing research questions: What are the requirements of Outcomes-Based Assessment? Who should be involved in learners' assessment in schools? What kind of assessment strategies do educators use? Do educators use OBE assessment strategies? What are the methods used for reporting performance of learners to parents and management of the school? This research study drew its population from the Primary Intermediate Phase educators in the, Atamelang District. The sample was made out of intermediate phase educators for purposes of data collection, the questionnaires and interviews were used. The qualitative technique was used to analyse the research. The main findings of the research study were that the majority of educators are still having problems in OBE assessment strategies. The following are recommendations: lnservice training programmes for educators. Development of learners concerning OBE assessment strategies especially self, peer and group assessment. Effective physical and human resources to be put in place. In conclusion, the research hopes that the use of OBE assessment strategies will be emphasised in order to enhance the learning and teaching of intermediate phase educators throughout the North West Province of the Republic of South Africa.
- Education