Evaluation in swaziland schools
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Evaluation in Swaziland Schools

Evaluation in Swaziland Schools

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Evaluation in swaziland schools Presentation Transcript

  • 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