Formative assessment in senior phase mathematics
Van der Merwe, Reinette
English: There is a crisis in mathematics teaching and learning in South Africa. Both national and international tests have shown that South African learners do not have the mathematical knowledge and skills that are expected of them at a certain age. Research has proven that the effective use of formative assessment can assist to improve learners‟ performance in mathematics. However, for this to happen a very specific teaching-learning environment should prevail in mathematics classrooms. The aim of this study is twofold: Firstly, it investigated whether mathematics teachers at certain schools used formative assessment to improve learners‟ performance in their mathematics classrooms and to establish the extent of their use of formative assessment for this purpose. Secondly, the study considered whether these teachers created suitable teaching-learning environments in which effective formative assessment could take place in their classrooms. Both national and international sources were used in the literature study to investigate formative assessment in the outcomes-based paradigm. The researcher concluded that formative assessment is best described in terms of seven attributes. These attributes and how they should be applied in mathematics classrooms to improve teaching and learning were investigated. Furthermore, the researcher investigated the nature of teaching-learning environments that would support the effective use of formative assessment in mathematics classrooms. A combined research design, that included both qualitative and quantitative research methods, was used to investigate how formative assessment was being applied in certain grade 8 and 9 mathematics classrooms as well as the nature of the existing teaching-learning environments. Both the teachers and the learners at the participating schools took part in the study. The teachers‟ classes were observed, whereafter interviews were conducted and the documents of both the teachers and the learners were analysed. Other data were collected using questionnaires answered by all learners taught by the teachers who participated in the research study. It was concluded that the participating teachers did not use formative assessment effectively to improve teaching and learning of mathematics. The teachers‟ knowledge of formative assessment and their planning for its implementation were questioned. Teaching-learning environments did not satisfy the conditions needed to support effective formative assessment in mathematics classrooms. The importance of effective training for teachers was recommended. Nonetheless, training can only succeed if it is followed by in-school support of teachers. The role of the mathematics learning facilitator (subject advisor) and/or senior mathematics teachers can be extended by using section B of the learners‟ questionnaire as a diagnostic instrument to identify teachers‟ shortcomings regarding formative assessment as well as to establish suitable teaching-learning environments. The learners of the specific teacher (who is being supported in the use of formative assessment) will complete this questionnaire. Classroom observations and interviews conducted with the mathematics teacher will be used to find possible reasons for the identified shortcomings. This should be followed by support to the teacher in order to eliminate problem areas. However, support should not occur in a single session only, but should rather be a continuous process where the teacher and learning facilitator/senior teacher work together to ensure a high standard of teaching mathematics to learners.
Afrikaans: Die onderrig en leer van Wiskunde in Suid-Afrika verkeer in ‘krisis. Beide nasionale en internasionale toetsing het aangedui dat Suid-Afrikaanse leerders nie oor die wiskundige kennis en vaardighede beskik wat op ‘n sekere ouderdom van hulle verwag word nie. Navorsing wat gedoen is, dui daarop dat die effektiewe gebruik van formatiewe assessering aangewend kan word om leerders se prestasie in wiskunde te verbeter. Gunstige onderrig- en leeromgewings werk ondersteunend mee tot die effektiewe gebruik van formatiewe assessering. Die doel van hierdie studie is tweeledig: Eerstens is ondersoek ingestel na die stand van formatiewe assessering in graad 8 en 9 wiskunde-klaskamers in die Motheo distrik. Tweedens is gekyk tot watter mate onderrig- en leeromgewings ondersteunend meewerk ten opsigte van formatiewe assessering in hierdie klaskamers. Beide nasionale en internasionale bronne is in die literatuurstudie geraadpleeg om formatiewe assessering in „n uitkomsgebaseerde paradigma te ondersoek. Die navorser het tot die gevolgtrekking gekom dat formatiewe assessering op die beste wyse in terme van sewe kenmerke beskryf kan word. Hierdie sewe kenmerke en hoe dit aangewend moet word in die wiskunde-klaskamer om onderrig en leer te bevorder, is ondersoek. Die navorser het ook ondersoek ingestel na die aard van die onderrig- en leeromgewing wat nodig is om effektiewe gebruik van formatiewe assessering in wiskunde-klaskamers te implementeer. ‘n Gekombineerde navorsingsontwerp, wat beide kwalitatiewe en kwantitatiewe navorsingsmetodes insluit, is gebruik om ondersoek in te stel hoe formatiewe assessering plaasvind in graad 8 en 9 wiskunde-klaskamers in die Motheo distrik, asook die aard van bestaande onderrig- en vii leeromgewings. Onderwysers en leerders is betrek in die navorsing. Lesaanbiedings van onderwysers is waargeneem, waarna onderhoude met hulle gevoer is en dokumente van beide onderwysers en leerlinge geanaliseer is. Data is verder bekom van leerders van betrokke onderwysers deur gebruik te maak van „n vraelys. Daar is bevind dat onderwysers nie effektief van formatiewe assessering gebruik maak om die onderrig en leer van wiskunde te bevorder nie. Onderwysers se kennis van en beplanning vir formatiewe assessering kan bevraagteken word. Onderrig- en leeromgewings in wiskunde klaskamers het nie aan die vereistes voldoen om suksesvolle formatiewe assessering te ondersteun nie. Die belangrikheid van doeltreffende opleiding van onderwysers word opnuut aanbeveel. Opleiding kan slegs geslaagd wees indien dit opgevolg word deur ondersteuning aan wiskunde-onderwysers by skole te verleen. Die rol van wiskunde leerfasiliteerders (vakadviseurs) en/of kundige onderwysers kan voorts uitgebrei word deur onder andere van ‘n vraelys as diagnostiese instrument gebruik te maak. Sodoende kan tekortkominge ten opsigte van formatiewe assessering, asook leemtes in onderrig- en leeromgewing vir „n spesifieke onderwyser bepaal word. Die leerders word ook in die proses betrek. Klaskamerobservasies en onderhoude as opvolg-strategieë tot die geïdentifiseerde leemtes, verleen „n diepere dimensie van betekenisgewing aan elke onderwyser se unieke situasie. Die uitkoms dien as basis vir die daarstelling van „n interafhanklike ondersteuningsprogram wat oor „n tydperk strek, waar die onderwyser(es) en die leerfasiliteerder/senior onderwyser saamwerk om wiskunde-onderwys van gehalte aan leerders te bied.
Combating human trafficking: a South African legal perspective ﻿
Kruger, Hester Beatrix (University of the Free State, 2010-11)
The transatlantic slave trade has been outlawed for more than 200 years. However, could it be that slavery still exists, but in a modern form, namely that of human trafficking for various exploitative purposes? Investigating ...