An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards

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dc.contributor.advisorRochford, Kevinen_ZA
dc.contributor.authorMullajee, Ferialen_ZA
dc.date.accessioned2014-12-31T19:59:14Z
dc.date.available2014-12-31T19:59:14Z
dc.date.issued2008en_ZA
dc.descriptionIncludes bibliographical references (p. 227-239).en_ZA
dc.description.abstractIn 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance testing, achievement and response. CTAs use the framework of the curriculum, broadly defined as the organising principle in how educational opportunities are provided to learners. Hence, the basis of the CT A model has three aspects: the intended curriculum, the implemented curriculum, and the attained and experienced curriculum. The CTA testing took place in 2004 with many schools participating. The CTA assessment in the area of Natural Science was framed by two organising dimensions: a content domain and a cognitive domain. The content domains that framed the science curriculum were presented as themes: life and living; energy and change and matter and materials. The cognitive domains were: factual knowledge, conceptual knowledge, and reasoning and analysis.en_ZA
dc.identifier.apacitationMullajee, F. (2008). <i>An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10778en_ZA
dc.identifier.chicagocitationMullajee, Ferial. <i>"An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2008. http://hdl.handle.net/11427/10778en_ZA
dc.identifier.citationMullajee, F. 2008. An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mullajee, Ferial AB - In 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance testing, achievement and response. CTAs use the framework of the curriculum, broadly defined as the organising principle in how educational opportunities are provided to learners. Hence, the basis of the CT A model has three aspects: the intended curriculum, the implemented curriculum, and the attained and experienced curriculum. The CTA testing took place in 2004 with many schools participating. The CTA assessment in the area of Natural Science was framed by two organising dimensions: a content domain and a cognitive domain. The content domains that framed the science curriculum were presented as themes: life and living; energy and change and matter and materials. The cognitive domains were: factual knowledge, conceptual knowledge, and reasoning and analysis. DA - 2008 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards TI - An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards UR - http://hdl.handle.net/11427/10778 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10778
dc.identifier.vancouvercitationMullajee F. An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2008 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10778en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleAn analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standardsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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