n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Die aard, doel en effektiwiteit van assessering in tersiêre wiskunde aan die Tshwane Universiteit van Tegnologie

Volume 26, Issue 4
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173


Despite the fact that mathematics is the cornerstone of scientific literacy, many South African learners do not perform adequately in this subject. Furthermore, adopting an Outcomes-based Education (OBE) approach has not contributed to an improvement of the situation. In fact, even in 2007, OBE has not been implemented at most tertiary training institutions in South Africa. Only a few educators (lecturers) implement OBE in the teaching of mathematics at tertiary training institutions. Lecturers use their discretion to decide whether or not to implement an OBE approach in learning facilitation and assessment.
At TUT problem-based teaching (PBL) and problem-oriented learning (POL) were introduced previously in some departments and executed with varying degrees of success. Even though no formal decision had been made at TUT with regard to the acceptance of a specific teaching and learning model at the time of the current study, there was general agreement that OBE would be the teaching and learning model of choice, especially since (from 2009 onwards) all prospective students will have received schooling in an OBE-based teaching and learning environment. (In the majority of departments lecturers are currently being groomed to implement OBE and the current study formed part of this process.)
First-year students' insufficient achievement in mathematics was, however, the main thrust behind this attempt to investigate renewal in mathematics assessment at TUT by means of action research. An important aim of the study was to evaluate the nature of prevailing assessment practices on the different TUT campuses, the main aim being to introduce lecturers to effective strategies and to encourage the implementation of these strategies by means of action research.

Hoewel wiskunde die hoeksteen vorm vir wetenskaplike geletterdheid, presteer talle Suid-Afrikaanse studente nie toereikend in hierdie vak nie. Die inskakeling van die UGO-benadering op skoolvlak blyk boonop nie verbeterde prestasie in die hand te werk nie. Eerstejaarstudente se ontoereikende prestasie in wiskunde het stukrag verleen aan 'n ondersoek na vernuwing in tersiêre wiskundeassessering aan die Tshwane Universiteit van Tegnologie (TUT) by wyse van aksienavorsing. In hierdie artikel doen die navorsers oor die navorsingsproses en uitkomste verslag, en maak aanbevelings ten einde praktykverbetering te fasiliteer. Respondente is aan vernuwing in assessering blootgestel met die oogmerk om hulle insig in kontemporêre assesseringspraktyke in 'n uitkomsgerigte onderrig- en leeromgewing te verbeter en hulle sodoende te bemagtig om op meer verantwoordbare wyse praktyk te stig.

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