3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item An analysis of the measurement of the progress in learning outcomes at country level: the case of South Africa(2017) Deliwe, Carol Oluyemi NugaThis study contributes to the literature on the development and implementation of sample-based systemic learning assessment programmes which are used to measure the progress in learning outcomes in schooling systems. The justification for focusing on sample-based assessment is for reasons of cost and the need for test-security – conditions which prevail in most developing countries. The study modifies and emphasises the technical aspects of an existing framework, which classifies assessment systems by levels of development. This modified framework and modified rubric arising from the framework are then used to analyse and evaluate the dimensions of enabling context, system alignment and assessment quality of South African learning assessment programmes intended to measure learning progress at country level. Programmes examined include the Annual National Assessment (ANA), the National School Certificate (NSC) and the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ) programme. This study contributes to the body of knowledge on large scale learning assessment at country level. The specific research contribution of the study includes a modified framework and evaluation matrix for analysing educational assessment programmes for measuring learning progress at the country level. The second research contribution is a detailed and updated chronology and profile of these programmes in South Africa. The research and policy implications of the findings of the study include detailed technical specifications for strengthening the measurement of the progress of learning at the country level, drawing on best practice and lessons learned from South Africa’s rich and varied participation in learning assessment programmes.Item Developing and validating a new reliable instrument for assessing open distance learning educator's learning management system - TPACK(2017) Luckay, MichelleModern-day open and distance learning (ODL) educators are increasingly being called upon to apply different forms of knowledge to integrate web-based learning management systems (LMSs) effectively for teaching and learning. To test this assumption, this study set out to develop and validate a new reliable instrument for assessing ODL educators’ perceived learning management system technological pedagogical content knowledge (LMS-TPACK). Past empirical studies grounded in Mishra and Koehler’s TPACK framework (2006) were examined to construct the self-report survey. Quantitative data were collected from 332 educators. Descriptive analysis, exploratory factor analysis and internal consistency reliability using Cronbach’s alpha coefficients were computed. The findings reveal key LMS-TPACK constructs that have proven to be both valid and reliable. Six out of the seven subscales used to assess LMS-TPACK were found to be significant, i.e. LMS knowledge (LMS-K), pedagogical knowledge (PK), content knowledge (CK), pedagogical content knowledge (PCK), LMS pedagogical knowledge (LMS-PK) and LMS-TPACK, while LMS-CK failed to emerge in the factor structure. Several possible reasons are proposed for the lack or absence of LMS-CK. The resulting Cronbach’s alpha coefficients for the different constructs as well as the overall instrument scale provide compelling evidence for stable internal consistency reliability. Alpha for the entire LMS-TPACK survey was found to be excellent (α = .931). Recommendations are made for improvements to the instrument and directions for future research are highlighted.