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- The present study examines the role of parents in the continuous assessment of learners. The first aim was to ascertain the extent to which parents play an active role in the continuous assessment of their children. The second aim was to ascertain the extent to which parents understand the significance of continuous assessment. The third aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' active role which they play in the continuous assessment of their children. The last aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' understanding of the significance of continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of one hundred and eighty-four parents. The findings reveal that parents differ in the extent to which they play an active role in the continuous assessment of their children. A very high percentage (72,3%) of parents report an above average level of active role. The findings show that parents differ in the extent to which they understand the significance of continuous assessment. A very high percentage (65.2%) 11 of parents report an above average level of understanding of the significance of continuous assessment. The findings also indicate that parents' personal variables such as age, type of parent, academic qualification as well as learner's grade have no influence on parents' active role which they play in the continuous assessment of their children. The last findings show that, with the exception of learner's grade, gender, age, type of parent and academic qualification have no influence on parents' understanding of the significance of continuous assessment. A very high percentage (72.2%) of parents with learners in grade 8 report above average level of understanding of the significance of continuous assessment as compared to (57.5%) of parents with learners in grade 7. On the basis of the findings of this study, recommendations to the Department of Education and Culture, as well as for directing future research were made.
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- The present study examines the active participation of learners in learning and continuous assessment. The first aim was to ascertain the extent to which learners play an active role in learning and continuous assessment. The second aim was to determine whether learners' biographical factors such as gender, age and grade have any influence on the active role which they play in learning and continuous assessment. To this end. a questionnaire was administered to a randomly selected sample of three hundred and fifty-four learners. The findings reveal that learners differ in the extent to which they play an active role in learning and continuous assessment. A very high percentage (79.9%) of learners report an average level of active role. The findings also show that learners' personal variables such as gender, age as well as grade have no influence on learners' active role which they play in learning and continuous assessment. On the basis of the findings of this study, recommendations to the Department of Education as well as for directing future research were made.
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- The aim of this study was to investigate principals' preparedness for whole school evaluation. As a leader and manager of the school the principal is responsible and accountable for the smooth and effective functioning of the school. The principal as an educational leader is also required to offer creative solutions to emerging problems and to establish a climate conducive to the development of the creative potential of others in the organisation that would enhance the culture of teaching and learning. Principals are the most important and influential individuals in any school. It is his leadership that sets the tone of the school, the climate for learning and the level of professionalism. Obtaining a favourable report from the supervisors during the whole school evaluation will depend to a large extend on the principal’s effective leadership and managerial skills. The primary goal of whole school evaluation is to improve the quality of education by giving more attention to underachieving schools. The strengths and weaknesses of a school are measured against national and international criteria and then a judgement will be passed on how well the school is functioning. The process is transparent, accountable, supportive, developmental and inclusive. Schools will be evaluated in their entirety, and the focus will not be on individuals. The areas for evaluation form the most important aspects of the school's work. These areas have been identified by the department of education as being the key to the future development of education in South Africa. The main function of the supervisors is to report on the quality of provision in these areas and any other that the school may consider relevant and make recommendations on how it might be improved. The areas for evaluation are: Basic functionality of the school. Leadership. Management and communication. Governance and relationship. Quality of teaching and learning. Educator development. Curriculum provision and curriculum enhancement. Standards of achievement and progress of learners. School safety, security and discipline. School infrastructure, resource and staffing. Links with parents and the community. For the purpose of the empirical investigation, a self-structured questionnaire for educators was utilised. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings confirmed that school principals have a significant role to play in improving the quality of education at schools and maintain an effective administration. The following are some of the recommendations that were made: School principals must attend workshops and seminars to enhance their evaluation skills. Principals must be trained for in self-evaluation. Principals need to implement knowledge gained from these workshops. Further research should be conducted on the changing role of the principal and its impact on whole school evaluation.
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