Student's Perceptions of Assessment Legitimacy in TVET Sector in South Africa

2021 ◽  
pp. 162-181
Author(s):  
Sylvia Manto Ramaligela
Keyword(s):  
Student Performance ◽  
Life Experience ◽  
Classroom Teacher ◽  
Real Life ◽  
Limpopo Province ◽  
Assessment Practice ◽  
Classroom Assessments ◽  
Study Approach ◽  
Life Context ◽  
Student's Perceptions

Assessing student performance is one of the most critical aspects of the job of a classroom teacher. Therefore, this study seeks to explore student's perceptions of assessment practice in TVET colleges. The quantitative case study approach through questionnaire was used to discover students' perceptions of assessment practice. Random sampling method was used to select 105 males and 89 females with a total of 194 students with four TVET colleges in the Limpopo Province. The data were analysed through excel spread sheet in order to determine the specific and overall percentage of students' perceptions and four principles of PATI. The theory of assessment legitimacy was used as a lens. In order to explore student's perceptions, the study exposed learners to nine questions. The findings indicated that lecturers' classroom assessments don't reflect content validity or apply real-life experience and real-life context. However, lecturers are able to give them various assessment tasks.

INSPIRE sustainability internships

2019 ◽  
Vol 20 (3) ◽  
pp. 452-469 ◽  
Author(s):  
Carolyn Susan Hayles
Keyword(s):  
Small Sample Size ◽  
Real Life ◽  
Small Sample ◽  
Multiple Sources ◽  
Student Body ◽  
Content Type ◽  
Study Approach ◽  
Life Context ◽  
The University

Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.

scholarly journals STUDENT GRAPHICAL INFORMATION LITERACY IN MATHEMATICS AND SCIENCE

2017 ◽  
Vol 2 ◽  
pp. 81
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Jānis Vilciņš ◽  
Uldis Dzērve ◽  
...  
Keyword(s):  
Student Performance ◽  
Real Life ◽  
Thinking Skills ◽  
9Th Grade ◽  
Improve Student Performance ◽  
Life Context ◽  
Competency Based ◽  
Oecd Pisa ◽  
And Mathematics ◽  
National Test

Among the most important 21st century skills that every student needs are the ability to work with information. The key for implementing competency based approach to learning will be related to how students' ability to apply skills acquired in, for example, mathematics can be transferred to other subject contexts. Newest OECD PISA results presented in 2016 show a recurring tendency that in Latvia there is a small number of students whose performance is in accordance to the 5th and 6th level of the framework. These two levels represent students' ability to apply deep thinking skills in new learning contexts. It is necessary to analyze the causes of this situation in order to identify opportunities for how to improve student performance. Accordingly, the research goal is to analyze how Latvian students manage to apply deep thinking skills in 9th grade national test assignments where they need to analyze graphic information in science and real life context. Additionally, the research aims to analyze the cognitive depth of science and mathematics assignments included in the national test as well as how the acquisition of these skills are planned in the learning content of educational regulations and learning materials.

Use of nintedanib for the treatment of idiopathic pulmonary fibrosis: multi-centre real life experience in Germany

Pneumologie ◽  
2016 ◽  
Vol 70 (S 01) ◽  
Author(s):  
F Bonella ◽  
M Kreuter ◽  
L Hagmeyer ◽  
C Neurohr ◽  
K Milger ◽  
...  
Keyword(s):  
Idiopathic Pulmonary Fibrosis ◽  
Pulmonary Fibrosis ◽  
Life Experience ◽  
Real Life

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

Sign in / Sign up

Export Citation Format

Share Document