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The development and implementation of records of student achievement in technikon education
Author(s)
Potterton, Valerie Ann
Date Issued
1994
Type
Thesis
Publisher
Cape Technikon
Abstract
This pilot project to develop and implement a system for introducing records
of student achievement in technikon education was based on developments
in the United Kingdom over two decades ago. From a small beginning in a few
schools, the movement, later known as 'profiling' flourished to the point
where in 1984. it was officially adopted as part of school policy.
Most teaching and learning in schools culminates in some form of assessment
and evaluation. However, in many parts of the world, it has often been the
custom to eliminate/exclude all but the very best pupils from any effective or
beneficial forms of assessment. thereby precluding them from any practical·
means of evaluation. The situation was no different in the United Kingdom
where up to the 1960's the majority of pupils left school with little more than
attendance records. It was this unfair and biased situation that gave rise to
the principal leverage for introducing profiling to the school system.
Although originating as a reaction against this prejudice, profiling in the United
Kingdom has grown to encompass reporting on various attainments and
activities, including academic achievement, of all school-going pupils as well
as students at a number of post-compulsory education institutions. One of the
many reasons given for this expansion has been the requirements of jobmarkets.
It has long been known that industry has not always been entirely
happy with the end-product from Our established education system. There are
varied arguments for this, and in exploring some of these, one fairly universal
problem has emerged, namely industry's apparent inability to effectively use
the results of assessment as it has traditionally been reported by most schools
and other educational institutions.
of student achievement in technikon education was based on developments
in the United Kingdom over two decades ago. From a small beginning in a few
schools, the movement, later known as 'profiling' flourished to the point
where in 1984. it was officially adopted as part of school policy.
Most teaching and learning in schools culminates in some form of assessment
and evaluation. However, in many parts of the world, it has often been the
custom to eliminate/exclude all but the very best pupils from any effective or
beneficial forms of assessment. thereby precluding them from any practical·
means of evaluation. The situation was no different in the United Kingdom
where up to the 1960's the majority of pupils left school with little more than
attendance records. It was this unfair and biased situation that gave rise to
the principal leverage for introducing profiling to the school system.
Although originating as a reaction against this prejudice, profiling in the United
Kingdom has grown to encompass reporting on various attainments and
activities, including academic achievement, of all school-going pupils as well
as students at a number of post-compulsory education institutions. One of the
many reasons given for this expansion has been the requirements of jobmarkets.
It has long been known that industry has not always been entirely
happy with the end-product from Our established education system. There are
varied arguments for this, and in exploring some of these, one fairly universal
problem has emerged, namely industry's apparent inability to effectively use
the results of assessment as it has traditionally been reported by most schools
and other educational institutions.
Additional information
Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994
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