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Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
Evaluation in swaziland schools
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Evaluation in swaziland schools

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Evaluation in Swaziland Schools

Evaluation in Swaziland Schools

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  • 1. Evaluation in Swaziland schools: types of evaluation, challenges faced by teachers and means of dealing with the challenges BY MOSES G. MABUZA 128529
  • 2. Introduction Evaluation – determines the degree to which objectives of an ed. activity have been achieved (Bishop, 1985). Evaluation through programme through instruction
  • 3. Intro. continues Purpose of evaluation  Facilitate st. learning  Improve instruction  Report progress of students  Decision making Evaluation types  Formative  Summative  diagnostic
  • 4. Background Evaluation is:  Hottest issue in recent ed. developments (Kotze, 2003)  Important process in curr. dvlpt (Bishop, 1985)  Ensures curr, educator and institution accountability.
  • 5. Statement of the problem Decline in SGCSE pass rate over past 4 years (ECOS reports)
  • 6. Research objectives Determine practically the types of evaln used in Swaziland schools. 2. Ascertain the challenges faced by teachers during evaluation. 3. Find ways of tackling the challenges 1.
  • 7. Significance of study  Provide knowledge of the types of evaln.  How to deal with evaluation challenges.
  • 8. Conceptual framework Certain assessment concepts need clarification to distinguish btn ed. activities (Kotze, 2003) Measurement – assign numbers Testing – determine level of achivement Assessmemnt – gather information Evaluation – weigh ass. information Formative assessment Summative assessment
  • 9. Literature review
  • 10. Methodology Research design  Focus groups Population  Teachers in Manzini region Sampling  Purposive (expert sampling)  HODs and 10 + yrs experienced teachers  Two participating schools (Primary & Sec.)
  • 11. Methodology cont. Instrumentation  Focus groups (5 grps of 6 teachers)  Semi structured interviews (for HODs) Data collection  5 departments (3 Sec. and 2 Prim.)  Interviews for HODs  Note taking
  • 12. Data analysis  Concurrent with data collection  Content analysis  Narration
  • 13. Findings Formative evaluation Summative evaluation Classworks Homeworks Quizzes Topic tests Monthly tests Group assignments Classroom presentations End-of-term tests End-of-year examinations External (national) examinations
  • 14. Findings cont. Challenges  Teacher-pupil ratio  Teacher work load  Absconding tests  Lengthy syllabi  Learners not honest with assessment tasks
  • 15. Findings cont. Tackling challenges  Learners mark for themselves  Equivalent tests for absconding learners  Few assessments – to meet deadlines  Punish assessment defaulters
  • 16. Recommendations  CA contribute to final assessment  Pre-assessment  Reasonable class sizes  More teachers  Positive discipline

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