'n Geïntegreerde evalueringsprogram vir taalonderrig in die primêre skool

Abstract

This research focused on solving specific contemporary teaching questions scientifically. It attempted to provide a solution to the quest for more effective assessment in language teaching and for the expected training of more autonomous, lifelong learners in school. In order to reach the above-mentioned solution, it was imperative to illustrate why the current model of assessment in language teaching does not meet the demands that are made on teaching and evaluation. The paradigm shifts in learning, teaching and assessing have been researched and the conclusion was that these three areas, as well as the paradigm shifts have an influence on each other. These shifts in approach resulted in more demands currently being imposed on teaching than before. Assessment has been narrowed down to a certain context: that of language teaching. The current practice of awarding only a mark on the report to denote language ability, does not meet the demands of a comprehensive reflection of the learner's language ability. The study aims to supply more comprehensive information about the Iearners language ability by proposing additional assessment practices. The concept of integrated assessment was developed. A language profile: a combination of the practices of integrated assessment, is advised instead of a language mark.

The sample of this study comprises thirty-two language teachers at nine primary schools in Potchefstroom. Data was collected from the above mentioned sample, through the use of a self-developed questionnaire. A Likert type scale was used in the questionnaire. ln conclusion, some of the findings of this study are as follows: The communicative approach to language teaching currently being followed, was presented in the subject didactical training in a satisfying manner and is effectively being implemented.

The teachers, learners and (according to the teachers) parents are positive about the communicative approach in language teaching. The practice of continuous assessment is not being implemented fully in each classroom and some teachers expressed the need for further information. The attitude of the teachers towards this practice is very positive. The proposed practices of additional assessment are not implemented fully or at all, although the teachers have mixed feelings about these practices by feeling positive about some and mistrusting others. The practice of additional assessment by compiling a portfolio for each learner is viewed positively by three quarters of the teachers. The teachers that have not implemented it yet plan to do so in future. The portfolio is comprehensive and comprises the other additional practices, and it can. be recommended that the approach of integrated assessment should be implemented. The language profile for each learner compiled from integrated assessment practices can also be established as a concept. More information about continuous assessment should be made known to keep teachers informed about the practices and possibilities, as it is important for further recommendations about integrated assessment. Research on integrated assessment in language teaching and the compilation of a language profile should be examined. The influence of an integrated assessment programme on the teaching-learning situation should be researched.