deurlopende formatiewe assessering in skriftelike stelwerk in graad 5

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v ABSTRACT The aim of the study was to determine the effects of continuous assessment within the writing curriculum in a grade 5 class with Afrikaans as First Language. This project was conducted in 2003. At our school, which is situated in the Western Cape, composition is still seen as a product and a single mark is allocated. The process leading to the end product is still ignored. Written composition is a process and assessment forms part of this process. Through self-, peer and educator assessment, I tried to ascertain how effective feedback could help the process and the learners. The feedback was done by means of checklists and individual conferencing. My reflections and observations together with feedback from the observer provided data, which assisted with the evaluating of the process. The writings of the six learners were analyzed to gauge the effect of continuous formative assessment. The study took place within the framework of action research and the core point is that it improves the practice by improving the educator’s reflective skills. Data was collected using a qualitative research approach. The results showed that as the learners progressed through the different drafts, there definitely was an improvement in their written work. This reflected in the report of the observer who was present at every lesson and who controlled every draft of the learners. I gathered valuable information with regard to the compilation of an effective control list to help with guided and self-assessment. I also realized that a learner’s end product would be of a higher standard if the interaction between the learner and the topic is well planned. The learners must be knowledgeable about their topics. Lastly, my findings based on the data I gathered and the impact of the programme that I followed drew my attention to the fact that the learners’ attitude with regard to written work was more positive. The atmosphere in the classroom also improved. Regular report backs helped learners to get a better idea of their strong and weak points regarding their written work.
vi INHOUDSOPGAWE Verklaring i Erkennings en dankbetuigings ii Abstrak iii Abstract v Inhoudsopgawe vi HOOFSTUK 1: AGTERGROND TOT NAVORSINGSPROJEK 1.1 INLEIDING 1.2 AGTERGROND 3 1.3 PROBLEEMSTELLING 1.4 RASIONAAL VIR DIE NAVORSING 1.5 MY PERSOONLIKE GESKIEDENIS 1.6 KONTEKSTUALISERING VAN PROJEK 1.7 AGTERGROND VAN DIE KLAS, KOLLEGAS EN WAARNEMER 1.7.1 Agtergrond van die ses leerders 1.8. NAVORSINGSMETODOLOGIE 12 1.8.1 Versameling en analise van data 13 1.8.2 Triangulasie 14 1.9 ASSESSERING 15 1.10 STRUKTUUR VAN DIE TESIS 17 1.11 SAMEVATTING HOOFSTUK 2: LITERATUURSTUDIE: TEORETIESE ONDERSTEUNING VAN SKRYF EN ASSESSERING 1 1 4 6 6 10 11 12 18 19
Page 1 and 2: DEURLOPENDE FORMATIEWE ASSESSERING
Page 3 and 4: Ek betuig my innige dank aan: ii ER
Page 5: iv Laastens, my bevindinge, gebasee
Page 9 and 10: 3.4.5 Die aksienavorsingsproses: In
Page 11 and 12: deelname en uitbou van ‘n goeie s
Page 13 and 14: 1.1 INLEIDING HOOFSTUK 1 AGTERGROND
Page 15 and 16: gefaal het. Dit was dus nie buiteng
Page 17 and 18: voortgesette assessering en eksamen
Page 19 and 20: Daar was baie aspekte ten opsigte v
Page 21 and 22: hulle leerders om navorsing geduren
Page 23 and 24: van die leerders kom egter nie uit
Page 25 and 26: (Elliot, 1991:71; Kemmis & McTaggar
Page 27 and 28: Aksienavorsing met triangulasie gee
Page 29 and 30: Ons het toe besluit om as ‘n klas
Page 31 and 32: HOOFSTUK 2 LITERATUURSTUDIE: TEORET
Page 33 and 34: 2.3 ASSESSERING IN DIE ALGEMEEN Die
Page 35 and 36: Assessment consists of a task or se
Page 37 and 38: By die kind en onderwyser ontwikkel
Page 39 and 40: … we are mindful of the larger se
Page 41 and 42: Leerders sal dus nou nie meer in st
Page 43 and 44: (1988:194) beklemtoon “criteria r
Page 45 and 46: sy: “ … educators who have used
Page 47 and 48: autonomy.” Emansipatoriese aksien
Page 49 and 50: Daar word van leerkragte verwag om
Page 51 and 52: 3.3.3 Kritiese/emansipatoriese bela
Page 53 and 54: enlightenment, and that means, in t
Page 55 and 56: Aksienavorsing is basies gegrond in
Page 57 and 58:
… findings based on evidence, are
Page 59 and 60:
opvoeders om ‘n praktyk te verbet
Page 61 and 62:
… a form of self-reflective enqui
Page 63 and 64:
professioneel is wat hy/sy professi
Page 65 and 66:
hy aan die hand gedoen het. Hy stel
Page 67 and 68:
triangulation (… or more than one
Page 69 and 70:
4.1 INLEIDING HOOFSTUK 4 IMPLEMENTE
Page 71 and 72:
Wat waarneming in die klas betref,
Page 73 and 74:
Skryfaktiwiteit Die beskrywing van
Page 75 and 76:
die andere probleme ondervind het m
Page 77 and 78:
In ‘n verdere oefening het ek ver
Page 79 and 80:
aangemoedig om vrae te vra en sovee
Page 81 and 82:
Volgens Reid en Lindstrom (1985:40)
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neem deel aan hul eie leer en leerk
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Ek stem saam met Murray (1978) en D
Page 87 and 88:
Tabel 1: Rangskik die sinne Die vol
Page 89 and 90:
Kriteria en ‘n kontrolelys is vir
Page 91 and 92:
Nadat portuurassessering toegepas w
Page 93 and 94:
skrywer aan leser wil oordra. Sonde
Page 95 and 96:
Dit wat op jou paragraaf van toepas
Page 97 and 98:
gebeur nie. Daar was ‘n gemaklike
Page 99 and 100:
4 = leerder se prestasie het die ve
Page 101 and 102:
met die hulp van kontrolelyste en l
Page 103 and 104:
gelewer het nie, as hulle nie toege
Page 105 and 106:
Die rede hoekom ons akwariums toe g
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Wanneer ons as leerkragte ons kurri
Page 109 and 110:
HOOFSTUK 5 OPSOMMING VAN BEVINDINGS
Page 111 and 112:
hulle deur middel van onlangse navo
Page 113 and 114:
probleem aangespreek. Hierdie probl
Page 115 and 116:
klas en ek het die geleentheid geha
Page 117 and 118:
leerders aanmoedig ten opsigte van
Page 119 and 120:
5.7.2 Leerkragte behoort die leerom
Page 121 and 122:
moet assessering ontwikkelend wees,
Page 123 and 124:
Beach, R. 1979. The Effects of Betw
Page 125 and 126:
Comstock, D. 1982. A Method for Cri
Page 127 and 128:
Du Toit, P. & W. Smith-Müller. 200
Page 129 and 130:
Frost, P. 2002. ‘Principles of th
Page 131 and 132:
Hlope, C. 1998. Improvisation of Hu
Page 133 and 134:
Knoblauch, C.H. & L. Brannon. 1984.
Page 135 and 136:
Morgan, C., King, R., Weisz, J., &
Page 137 and 138:
Pretorius, S. 1999. Uitkomsgerigte
Page 139 and 140:
Siebörger, R. & Macintosh, H. 1998
Page 141 and 142:
Turnstall, P. and Gipps, C.V. 1996.
Page 143 and 144:
Witte, P. 1989. Revising, Composing
Page 145 and 146:
1.Die kleintjies van die diere word
Page 147 and 148:
135
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deurlopende formatiewe assessering in skriftelike stelwerk in graad 5

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