Educators' Implementation of Assessment in Outcomes-based Education in South Africa
Prior to democracy in 1994, traditional form of assement was used in South Africa. Such assessment was teacher-centred, content-oriented and examination-driven. It was over-emphasising the importance of marks and symbols,which led to learners' memorisation of content for the purpose of attaining them. The purpose of assessment was mainly for promotion, ranking order of academic success in the classroom and judged on matriculation results of schools (Archer, Rossouw, Lomofsky & Olivier, 2004:206). The introduction of new system of education called 'Outcomes-Based Education' (OBE) marked the turning point in South Africa. Assessment in OBE became an intergral part of teaching and learning. The learner is now assessed on knowledge, skills, values and attitudes. Assessment in OBE is learner-centred, continuous, outcomes-based, both formative and summative but focuses more on formative and criterion-referenced assessment, and involves a variety of assessment strategies. Since assessment in OBE is a relatively new approach in South Africa, this paper examines its implementation by educators. More specifically, the present paper is aimed at achieving the following objectives: 1. To ascertain the extent to which educators use assessment methods, assessment tools, assessment techniques, forms (specific purposes) of assessment and reporting tools. 2. To determine whether educators' biographical factors (gender, teaching experience, qualification and teaching phase) have any influence on their usage of these assessment strategies. A questionnaire will be administered to a randomly selected sample of educators. In order to achieve the objectives of this research, the chi-square test will be used for testing the postulated hypotheses.
Keywords: Educators, Assessment, Outcomes-based Education, South Africa
Prof. David Phathabantu Ngidi
Head of Department and Vice-Dean, Department of Curriculum and Instructional Studies