Die leerderportefeulje as 'n assesseringsinstrument in die leerarea sosiale wetenskappe, intermediêre fase (Grade 4-6)

[摘要] ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Scienceslearning 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 suchthe learner portfolio is a more qualitative and valid alternative to traditional 'pen-and-papertesting, because the learner portfolio should present a more comprehensive picture of learners'achievement, progress and growth. It has been endeavoured to explore and describe not onlythe learner portfolio as an authentic assessment instrument, but to establish the currentperceptions, comprehension and experience of teachers in the Social Sciences learning area(Intermediate Phase) regarding its application.To answer the research question, and to make a logical link to the purpose of this study, theresearcher executed a qualitative research study from an interpretative research paradigm.The researcher implemented multiple sources (interviews, document analysis andquestionnaires) to generate data. In the course of the study a number of steps were taken toensure the validity and reliability of the data, and to pay attention to the ethical aspects thatsurfaced during the research.In the literature study, extending over two chapters, the theoretical foundation of the study,consisting of assessment as a broad concept in outcomes-based education (OBE) and thelearner portfolio as an authentic assessment instrument, is described. The study concludesthat at present teachers are not equipped with an extensive knowledge of assessment, andhave only a superficial knowledge of the structure, purpose and management of the learnerportfolio and the benefits offered. It appear that teachers have relatively limited experience ofutilising the learner portfolio as an assessment instrument, and the results of the study indicatethat learner portfolios are not optimally utilised. Learner portfolios merely contain the best andfinal results of learners' activities. They do not indicate development and growth over a givenperiod, so that the expected learning outcomes are not realised. It is clear that the utilisation ofthe learner portfolio as an alternative assessment instrument is imperative in the South Africaneducation system, but that it do not achieve its purpose in the context of this specific study.

[发布机构] Stellenbosch University