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dc.contributor.authorKruger, Sandra Carolina
dc.date.accessioned2013-03-05T07:30:40Z
dc.date.accessioned2016-02-26T06:15:48Z
dc.date.available2013-03-05T07:30:40Z
dc.date.available2016-02-26T06:15:48Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/20.500.11838/1910
dc.descriptionThesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007
dc.description.abstractWith 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. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.
dc.language.isoen
dc.publisherCape Peninsula University of Technologyen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/
dc.subjectCompetency based education -- South Africaen_US
dc.subjectEducational accountabilityen_US
dc.subjectLearning ability -- Testingen_US
dc.subjectEducation -- Standardsen_US
dc.titleThe use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education
dc.typeThesis


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