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Dissertations / Theses on the topic 'Competency-based assessment'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Mhlongo, Nanikie Charity, and n/a. "Competency-Based assessment in Australia - does it work?" University of Canberra. Education and Community Studies, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.094237.

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South Africa since the liberation in 1994 has faced a lot of changes. The changes include being a member of the international community. As part of the international community, South Africa is finding itself largely faced by the challenges associated with this position. Looking at other countries South Africa is realizing that the world is looking at better ways of educating their people and organizing their education and training systems so that they might gain the edge in an increasingly competitive economic global environment. Success and survival in such a world demands that South Africa h

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2

Curwood, Maurice Robert. "Competency-based training and assessment in the workplace /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.

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3

Brooks, Billy, Brian Martin, Paula Masters, and Robert Pack. "Tennessee Public Health Workforce Needs Assessment: A Competency-Based Approach." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3188.

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Maintaining the health of Tennesseans depends heavily on a well-trained, efficient public health workforce that can work effectively in a complex environment. In order to assess the training needs of this group, the Tennessee Public Health Training Center-LIFEPATH administered a survey to all governmental public health employees in Tennessee during the summer of 2012. This instrument was modeled after previous assessments conducted by health agencies outside of Tennessee which utilized as their rubric the Core Competencies for Public Health Professionals developed by the Council on Linkages be

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Dursun, Michelle J. "A Study of Photography Students' Assessment Experiences in a Final VET Capstone Unit." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/417689.

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Assessment in Vocational Education and Training (VET) is complex and contentious. Assessment policies and practices in VET have been the subject of much debate over the last twenty years. A number of registered training organisations supplemented the traditional competency-based assessment model with graded assessment in the early 2000s, only to reverse their assessment policy in recent years. Debate about assessment practices within VET is often focussed on the technical or policy implications, rather than the lived experiences of students. Research about assessment in Arts courses within th

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McAllister, Sue Margery. "Competency based assessment of speech pathology students' performance in the workplace." University of Sydney, 2005. http://hdl.handle.net/2123/1130.

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Doctor of Philosophy (PhD)<br>Ensuring that speech pathology students are sufficiently competent to practise their profession is of critical importance to the speech pathology profession, students, their future employers, and clients/patients. This thesis describes the development and validation of a competency based assessment of speech pathology students’ performance in the workplace and their readiness to enter the profession. Development involved an extensive literature review regarding the nature of competency and its relationship to professional practice, the purpose and nature of assess

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McAllister, Sue. "Competency based assessment of speech pathology students' performance in the workplace." Connect to full text, 2005. http://hdl.handle.net/2123/1130.

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Thesis (Ph. D.)--University of Sydney, 2006.<br>Title from title screen (viewed May 1, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders. Includes bibliographical references. Also issued in print.

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Mahoney, Glenna. "Competency Assessment in Sexual Assault Nursing Practice| An Evidence-Based Approach." Thesis, Carlow University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595809.

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<p> The purpose of this project was to develop and test a pilot competency assessment tool for sexual assault nurses. The content for the competency assessment was based on available evidence, primarily targeting current standards of sexual assault nurse examiner (SANE) practice. Descriptive statistics from a regional crime lab allowed the researcher to identify areas for improvement in the evidence-collection technique. This information was then used to develop the content of the competency assessment. A team of experts helped inform the development of an online competency assessment using a

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Mothapo, Mocheko Edward. "Factors contributing to the implementation of Outcomes Based Assessment in Mankweng Circuit Primary Schools, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/536.

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Slamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009<br>ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment

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Ng, Wai-yan Vivian. "Impact of competency based assessment on teaching and learning of business subjects." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36255853.

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Ng, Wai-yan Vivian, and 吳維欣. "Impact of competency based assessment on teaching and learning of business subjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36255853.

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Brings, Stanley Dean. "Competency-based assessment techniques : evaluating the effectiveness of community college contract training /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095237.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Flinton, David Maurice. "Competency based assessment using virtual reality (VERT) : is it a realistic possibility?" Thesis, University of East London, 2015. http://roar.uel.ac.uk/5174/.

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The education of the radiography profession is based within higher education establishments, yet a critical part of all radiography programmes is the clinical component where students learn the practical skills of the profession. Assessments therefore not only have to assess a student’s knowledge, but also their clinical competence and core skills in line with both Health and Care Professions Council and the Society and College of Radiographers requirements. This timely thesis examines the possibility of using the Virtual Environment for RadioTherapy (VERT) as an assessment tool to evaluate a

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Hannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.

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Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competen

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Olivier, Marina. "The development of a model for the assessment of the subject entrepreneurship and business management at the N4 level using an outcomes based education approach." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/86.

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The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the norma

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Chelimo, Sheila. "Structural Validity of Competency Based Assessments: An Approach to CurriculumEvaluation." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1529504437498332.

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Wells, Elaine, and n/a. "ANCI Competencies: An Investigation of Uniqueness and Importance." Griffith University. School of Nursing, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030527.132438.

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This study investigates the uniqueness and importance of the Australian National Competency Committee (ANCI) competencies to nurses and other health professionals. Very few Australian studies (Battersby, 1994; Hearn, Smith, Southerly & Close, 1995) have addressed this issue. Although there is widespread confusion of the term "competency", professional bodies regard competency standards as a process for supporting the integrity and control of their respective professions. The problem is that there is confusion across the health professions about competencies and their agenda. ANCI suggest that

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Wells, Elaine. "ANCI Competencies: An Investigation of Uniqueness and Importance." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366891.

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This study investigates the uniqueness and importance of the Australian National Competency Committee (ANCI) competencies to nurses and other health professionals. Very few Australian studies (Battersby, 1994; Hearn, Smith, Southerly & Close, 1995) have addressed this issue. Although there is widespread confusion of the term "competency", professional bodies regard competency standards as a process for supporting the integrity and control of their respective professions. The problem is that there is confusion across the health professions about competencies and their agenda. ANCI suggest that

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Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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Choy, Sarojni C. "The perceived influences of competency-based assessment on vocational education students' approaches to achieving learning outcomes." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36519/1/36519_Choy_1996.pdf.

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Australian vocational education is undergoing an unprecedented period of development. The introduction of competency-based training and assessment in Australia aims to rationalise vocational education and make it more accessible, flexible and relevant to the needs of industry. The curriculum has changed to a generically defined modular format and competence is now measured against pre-determined vocationally relevant performance standards. Participative, learner-centred and selfpaced features of competency-based training require assessment procedures to be more flexible than in the tra

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Phuma, Ellemes Everret. "Development of neonatal nursing care clinical competency-based assessment tool for Nurse-midwife technicians in CHAM nursing colleges, Malawi." University of the Western Cape, 2015. http://hdl.handle.net/11394/5079.

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Philosophiae Doctor - PhD<br>Literature has shown that Malawi is experiencing a shortage of qualified healthcare providers, with the greatest burden on maternal and neonatal health. The majority of health service providers are Nurse-Midwife Technicians (NMT), contributing to 87% of the nursing and midwifery workforce. However, research has shown that the NMTs lack the ability to transfer skills into different clinical settings. It was not known what competencies were taught in Christian Health Association of Malawi colleges to equip the NMTs with clinical competence in neonatal nursing practic

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Tippett, Steven R. Palmer James C. "Student outcome assessment in physical therapy education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006628.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.

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Seamonson, Melissa C. "An analysis of authentic assessment in an informational technology networking course at WCTC." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007seamonsonm.pdf.

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Rekman, Janelle. "The Development of a Workplace-Based Surgical Clinic Assessment Tool." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34234.

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Purpose of Study: Workplace-based assessment is an opportunity for a learner to be assessed in their community of practice by an expert rater. The challenges and biases brought into this assessment relationship are complex. A shift towards Competency Based Medical Education in post-graduate residency education has triggered consideration of how to implement feasible assessment tools for the operating room, the in-patient ward, and the outpatient clinic. Competent performance in outpatient clinic is vital to surgical practice, yet no assessment tool currently exists to assess daily performance

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Ortiz, José Agustín. "Critical factors for universities teaching under a competency-based model." En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117129.

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Competency-based teaching is better suited than content-oriented teaching to ensure academic quality, the formation of students and their insertion into the labor market, as well as to address society's expectations of university. The article presents an overview of the requirements for organizing and managing a university under a competency-based education model. It explains how recent changes in society, economy and the labor market have provided better conditions for the development of said model. The role of academic and administrative staff is detailed in regards to each of the stages of

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Vilakazi, Lesson Ndiyase. "A study of teachers' assessment of learners' work and its influence on the culture of learning in schools." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07282005-112302.

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Sirimanna, Pramudith Vishwantha. "Development of an Evidence-Based Training Curriculum and Assessment Tool for Laparoscopic Appendicectomy Surgery." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21159.

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The existing paradigm of many surgical training programs continue to follow a timebased apprenticeship model where learning occurs serendipitously in the clinical environment. Recently, there have been several drivers for a change in this pedagogical ideology to one that is competency-based. These include concerns regarding the effect of training on patient safety and health economics, the implementation of work-hour restrictions, the advent of minimally invasive surgery and increase in post-training fellow appointments, which have all served to reduce the learning opportunities for surgical t

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Klein, Colleen J. Padavil George. "Correlation of the competency outcomes performance assessment (COPA) model curriculum process with senior students' self-reported perceptions of nursing competence." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276394541&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202155104&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on February 4, 2008. Dissertation Committee: George A. Padavil (chair), Paul J. Baker, Eileen R. Fowles, James C. Palmer, W. Paul Vogt. Includes bibliographical references (leaves 245-257) and abstract. Also available in print.

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Staley, Marsha L. "Barriers to the trainer-of-trainers' model as used by the Missouri Assessment program : one district's experience /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013027.

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Masigan, Peterson. "Competency-based assessment in clinical high-fidelity simulation : a survey of methods used in undergraduate nursing." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54980.

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This study aimed to describe the current use of competency-based assessment frameworks and tools in nursing programs in British Columbia (BC) who utilize HFS. High-Fidelity Simulation (HFS) is being adopted and used by nursing programs at an increasing rate. Competency-based assessment frameworks or tools offer an effective way to assess student learning and competence when utilizing HFS as part of teaching. However, current assessment methods used by nurse educators when utilizing HFS mostly involve assessing student’s self-reported competence measures, confidence, or satisfaction with the le

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Lumby, Gail. "Teaching towards outcomes and its effect on assessment practices in a language, literacy and communications classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02072007-235439.

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DiGiacomo, Karen. "Program Evaluation of a Competency-Based Online Model in Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3938.

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In order to serve its nontraditional students, a university piloted a competency-based program as alternative method for its students to earn college credit. The purpose of this mixed-methods study was to conduct a summative program evaluation to determine if the program was successful in order to make decisions about program revision and expansion. The conceptual framework for the study was grounded in Knowles's adult learning theory and Bandura's social learning theory as they relate to adult learners being self-directed and self-motivated to complete their educational goals. The pilot progr

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Motsenbocker, Pamela S. "A Comparative Analysis of Competency-Based versus Traditional Assessment with Respect to Academic Performance and Feedback Processes." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747435.

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<p> The purpose of this study was to compare the traditional grading and feedback systems used in most classrooms to a competency-based grading and feedback system. The traditional system used the familiar grading system of A, B, C, D and F applied to assignments. The competency model was based on providing students formative and summative feedback regarding their achievement toward proficiency of specific skills and concepts. </p><p> This quasi-experimental action research study had a control group and an intervention group comprised of general education and special education sixth grade s

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Harmse, Rudi Gerhard. "A conceptual object-oriented model to support educators in an outcomes-based environment." Thesis, Port Elizabeth Technikon, 2001. http://hdl.handle.net/10948/47.

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The introduction of outcomes-based education (OBE) in South Africa has led to a new learner-centred approach with an emphasis on the outcomes that the learners need to achieve. With this learner-centred focus has come a greater need for record keeping. It is now necessary to track each learner’s progress towards the attainment of the learning outcomes. This progress is tracked in relation to assessment standards that are defined for every learning outcome. These assessment standards define the results expected of learners at certain stages in their development. The new OBE system has emphasise

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Duke, Amy McGowan. "Performance-based assessment within a balanced literacy framework an analysis of teacher perceptions and implementation in elementary classrooms /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/amy_m_duke/duke_amy_m_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Curriculum Studies, under the direction of Grigory Dmitriyev. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 115-121) and appendices.

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Booi, Kwanele. "The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003451.

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1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of th

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Mortensen, Mark H. "An Assessment of Learning Outcomes of Students Taught a Competency-Based Computer Course in an Electronically-Expanded Classroom." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277899/.

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This study sought to determine whether there was a difference in subject matter knowledge as measured by a pretest and posttest, a difference in final course grade as a numeric score, and a difference in attitudes toward computers between students in a competency-based ("hands-on") computer applications course taught in an electronically-expanded classroom compared to students taught in a traditional classroom setting. In addition, students taught in the electronically-expanded classroom completed a questionnaire assessing attitudes toward the presentation method. Another purpose of this study

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Wilmot, Pamela Dianne. "Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003677.

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The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase

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De, Bruler Curran A. "Assessment, knowledge and the curriculum : the effects of a competence-based approach to the training of teachers in further and adult education." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=131.

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Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007<br>With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education

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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.

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Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research

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Swartz, Jennifer-Hellen. "Reconceptualising assessment practices in South African schools : making an argument for critical action /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1591.

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Ramoroka, Noko Jones. "Educators' understanding of the premises underpinning outcomes-based education and its impact on their classroom assessment practices." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04052007-185249/.

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Mellroth, Elisabet. "High achiever! Always a high achiever? : A comparison of student achievements on mathematical tests with different aims and goals." Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34516.

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This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement bet

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Bragg, John M. (John Morris) 1949. "The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330810/.

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This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle. The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of t

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Van, Wyk Milton Lester. "Die leerderportefeulje as 'n assesseringsinstrument in die leerarea sosiale wetenskappe, intermediêre fase (Grade 4-6)." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19885.

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Thesis (MEd)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoure

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Solomons, Inez Denise. "A conceptual exploration of the teaching and assessment of values within the South African Outcomes-Based curriculum /." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_3915_1277409913.pdf.

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Naicker, Sigamoney Manicka. "An investigation into the implementation of outcomes based education in the Western Cape Province." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5229_1181560156.

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Van, Rensburg Gail Janse. "The development of a modularised curriculum for computer competency courses for technikon learners / Gail Janse van Rensburg." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/516.

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This study investigated the implications that the scheduling of a block module for a computer competency course over two weeks, has had on the curriculum. The block module was presented at the start of the first semester, 2001 at the Vaal Triangle Technikon. The objectives were to: develop a flexible, outcomes-based curriculum in which the learners had to demonstrate capability and employability by integrating computer competencies in other modules; design and implement an effective learning and teaching strategy in order to ensure that learners will achieve the learning outcomes within two we

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Lombard, Elsa Helena. "Identifying the need for the development of an instrument to determine senior phase teachers' science-assessment competence." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/100.

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The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the class

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