Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape
- Mbude-Shale, Beryl Ntombizanele
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
- Date Issued: 2013
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
- Date Issued: 2013
The challenges of alleviating poverty through ecological restoration: Insights from South Africa's “working for water” program
- McConnachie, Matthew M, Cowling, Richard M, Shackleton, Charlie M, Knight, Andrew T
- Authors: McConnachie, Matthew M , Cowling, Richard M , Shackleton, Charlie M , Knight, Andrew T
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181003 , vital:43680 , xlink:href="https://doi.org/10.1111/rec.12038"
- Description: Public works programs have been posited as win–win solutions for achieving societal goals for ecological restoration and poverty alleviation. However, little is documented regarding the challenges of implementing such projects. A commonly cited example is South Africa's invasive alien plant control program “Working for Water” (WfW), which aims to create employment via restoring landscapes invaded with alien plants. Recent studies have raised questions over the effectiveness of this program in achieving both its restoration and poverty alleviation goals. This is the first study that we are aware of that synthesizes the knowledge of managers on both the poverty alleviation and environmental outcomes of a public works project. Herein, we sought to understand the challenges and constraints faced by 23 WfW managers in fulfilling the program's environmental and poverty alleviation objectives. We found that the challenges most frequently cited by managers related to the capacity and competence of managers and teams, followed by challenges relating to planning and coordination, specifically the challenges of being flexible and adaptive when constrained by operating procedures. In addition, the current focus on maximizing short-term employment was perceived by some as limiting the efficiency and long-term effectiveness of the WfW program in achieving its environmental and social goals. We suggest that improving the conditions and duration of employment could improve the effectiveness of invasive alien plant control and ecological outcomes. We also suggest that WfW measure the impacts of their interventions through an adaptive management approach so that it can learn and adapt to the challenges it faces.
- Full Text:
- Date Issued: 2013
- Authors: McConnachie, Matthew M , Cowling, Richard M , Shackleton, Charlie M , Knight, Andrew T
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181003 , vital:43680 , xlink:href="https://doi.org/10.1111/rec.12038"
- Description: Public works programs have been posited as win–win solutions for achieving societal goals for ecological restoration and poverty alleviation. However, little is documented regarding the challenges of implementing such projects. A commonly cited example is South Africa's invasive alien plant control program “Working for Water” (WfW), which aims to create employment via restoring landscapes invaded with alien plants. Recent studies have raised questions over the effectiveness of this program in achieving both its restoration and poverty alleviation goals. This is the first study that we are aware of that synthesizes the knowledge of managers on both the poverty alleviation and environmental outcomes of a public works project. Herein, we sought to understand the challenges and constraints faced by 23 WfW managers in fulfilling the program's environmental and poverty alleviation objectives. We found that the challenges most frequently cited by managers related to the capacity and competence of managers and teams, followed by challenges relating to planning and coordination, specifically the challenges of being flexible and adaptive when constrained by operating procedures. In addition, the current focus on maximizing short-term employment was perceived by some as limiting the efficiency and long-term effectiveness of the WfW program in achieving its environmental and social goals. We suggest that improving the conditions and duration of employment could improve the effectiveness of invasive alien plant control and ecological outcomes. We also suggest that WfW measure the impacts of their interventions through an adaptive management approach so that it can learn and adapt to the challenges it faces.
- Full Text:
- Date Issued: 2013
The Dangers of Student-Centered Learning-A Caution about Blind Spots in the Scholarship of Teaching and Learning
- Authors: McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187362 , vital:44624 , xlink:href="https://doi.org/10.20429/ijsotl.2013.070206"
- Description: Student-centered learning is an increasingly popular approach that shifts the focus from the teacher to the student. The approach argues that we need to have a clear understanding of who our students are and what their needs are in order for us to provide quality education. This paper applauds the focus on the student but raises two concerns about absences in this approach. Firstly, student-centered approaches rarely consider the actual knowledge being taught and learnt. There is little consideration of how the disciplinary knowledge is constructed and what norms and values underpin such constructions. Secondly, student-centered approaches are often undertaken within the dominant autonomous discourse where student success or failure is seen to result from characteristics inherent in the student. She is understood as an individual rather than as a member of a larger social group and there is equally little acknowledgement of the socially constructed nature of universities and the practices within them.
- Full Text:
- Date Issued: 2013
- Authors: McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187362 , vital:44624 , xlink:href="https://doi.org/10.20429/ijsotl.2013.070206"
- Description: Student-centered learning is an increasingly popular approach that shifts the focus from the teacher to the student. The approach argues that we need to have a clear understanding of who our students are and what their needs are in order for us to provide quality education. This paper applauds the focus on the student but raises two concerns about absences in this approach. Firstly, student-centered approaches rarely consider the actual knowledge being taught and learnt. There is little consideration of how the disciplinary knowledge is constructed and what norms and values underpin such constructions. Secondly, student-centered approaches are often undertaken within the dominant autonomous discourse where student success or failure is seen to result from characteristics inherent in the student. She is understood as an individual rather than as a member of a larger social group and there is equally little acknowledgement of the socially constructed nature of universities and the practices within them.
- Full Text:
- Date Issued: 2013
Consistencies far beyond chance: an analysis of learner preconceptions of reflective symmetry
- Mhlolo, Michael K, Schäfer, Marc
- Authors: Mhlolo, Michael K , Schäfer, Marc
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141139 , vital:37947 , DOI: 10.15700/saje.v33n2a686
- Description: This article reports on regularities observed in learners’ preconceptions of reflective symmetry. Literature suggests that the very existence of such regularities indicates a gap between what learners know and what they need to know. Such a gap inhibits further understanding and application, and hence needed to be investigated. A total of 235 Grade 11 learners, from 13 high schools that participate in the First Rand Foundation-funded Mathematics Education project in the Eastern Cape, responded to a task on reflective symmetry. Our framework for analysing the responses was based on the taxonomy of structure of the observed learning outcome. The results indicated that 85% of learner responses reflect a motion understanding of reflections, where learners considered geometric figures as physical motions on top of the plane. While this understanding is useful in some cases, it is not an essential aspect of mapping understanding, which is critical for application in function notations and other analytical geometry contexts. We suggest that if this gap is to be closed, learners need to construct these reflections physically so that they may think of reflections beyond motion.
- Full Text:
- Date Issued: 2013
- Authors: Mhlolo, Michael K , Schäfer, Marc
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141139 , vital:37947 , DOI: 10.15700/saje.v33n2a686
- Description: This article reports on regularities observed in learners’ preconceptions of reflective symmetry. Literature suggests that the very existence of such regularities indicates a gap between what learners know and what they need to know. Such a gap inhibits further understanding and application, and hence needed to be investigated. A total of 235 Grade 11 learners, from 13 high schools that participate in the First Rand Foundation-funded Mathematics Education project in the Eastern Cape, responded to a task on reflective symmetry. Our framework for analysing the responses was based on the taxonomy of structure of the observed learning outcome. The results indicated that 85% of learner responses reflect a motion understanding of reflections, where learners considered geometric figures as physical motions on top of the plane. While this understanding is useful in some cases, it is not an essential aspect of mapping understanding, which is critical for application in function notations and other analytical geometry contexts. We suggest that if this gap is to be closed, learners need to construct these reflections physically so that they may think of reflections beyond motion.
- Full Text:
- Date Issued: 2013
'The Area of a Triangle is 1800C’: an analysis of Learners' Idiosyncratic Geometry Responses through the Lenses of Vygotsky's Theory of Concept Formation
- Mhlolo, Michael K, Schäfer, Marc
- Authors: Mhlolo, Michael K , Schäfer, Marc
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141127 , vital:37946 , DOI: 10.1080/10288457.2013.826973
- Description: In this paper, we focus specifically on Vygotsky's theory of concept formation to gain initial insights into seemingly garbled and incoherent connections we observed in learners' responses to a geometry task. While acknowledging research that is supportive of the van Hiele model as being useful when analysing concept formation in geometry, in this paper we use empirical evidence to argue that today's geometry requires learners to reason with many tools which the van Hiele model does not seem to accommodate. Working with 470 written responses of 12–14-year-old learners to a geometry task, we then explored the potential of Vygotsky's theory of concept formation as an alternative framework. We conclude by discussing the paper's contribution both to theory and to classroom practice.
- Full Text:
- Date Issued: 2013
- Authors: Mhlolo, Michael K , Schäfer, Marc
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141127 , vital:37946 , DOI: 10.1080/10288457.2013.826973
- Description: In this paper, we focus specifically on Vygotsky's theory of concept formation to gain initial insights into seemingly garbled and incoherent connections we observed in learners' responses to a geometry task. While acknowledging research that is supportive of the van Hiele model as being useful when analysing concept formation in geometry, in this paper we use empirical evidence to argue that today's geometry requires learners to reason with many tools which the van Hiele model does not seem to accommodate. Working with 470 written responses of 12–14-year-old learners to a geometry task, we then explored the potential of Vygotsky's theory of concept formation as an alternative framework. We conclude by discussing the paper's contribution both to theory and to classroom practice.
- Full Text:
- Date Issued: 2013
Media, citizenship and the politics of belonging in contemporary South Africa:
- Milton, Viola C, Wasserman, Herman, Garman, Anthea
- Authors: Milton, Viola C , Wasserman, Herman , Garman, Anthea
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159802 , vital:40345 , DOI: 10.1080/02500167.2013.864447
- Description: Drawing on a wide range of theoretical and empirical studies, the articles in this special issue examine issues of citizenship and belonging in South Africa. Questions of belonging and citizenship are neither novel, nor particular to South Africa – they have been high on the intellectual (and popular) agenda internationally since at least the early 1990s. Yet South Africa's history of artificially separating and defining its citizens in the racial regimes of colonialism and apartheid still reverberates today, as is reflected in the continued inequalities marring South African society
- Full Text:
- Date Issued: 2013
- Authors: Milton, Viola C , Wasserman, Herman , Garman, Anthea
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159802 , vital:40345 , DOI: 10.1080/02500167.2013.864447
- Description: Drawing on a wide range of theoretical and empirical studies, the articles in this special issue examine issues of citizenship and belonging in South Africa. Questions of belonging and citizenship are neither novel, nor particular to South Africa – they have been high on the intellectual (and popular) agenda internationally since at least the early 1990s. Yet South Africa's history of artificially separating and defining its citizens in the racial regimes of colonialism and apartheid still reverberates today, as is reflected in the continued inequalities marring South African society
- Full Text:
- Date Issued: 2013
The triteness of knowing:
- Authors: Mkhize, Nomalanga
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158587 , vital:40209 , https://hdl.handle.net/10520/EJC141596
- Description: The de-commodification of English news and the online enclavism of opinion-making among South Africa's young educated elite.
- Full Text:
- Date Issued: 2013
- Authors: Mkhize, Nomalanga
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158587 , vital:40209 , https://hdl.handle.net/10520/EJC141596
- Description: The de-commodification of English news and the online enclavism of opinion-making among South Africa's young educated elite.
- Full Text:
- Date Issued: 2013
Applying a student curriculum discourse in higher education teaching and learning
- Mndzebele, Samuel, McKenna, Sioux
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Date Issued: 2013
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Date Issued: 2013
Photodegradation of Orange-G using zinc octacarboxyphthalocyanine supported on Fe3O4 nanoparticles
- Modisha, Phillimon, Nyokong, Tebello, Antunes, Edith M
- Authors: Modisha, Phillimon , Nyokong, Tebello , Antunes, Edith M
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/241653 , vital:50958 , xlink:href="https://doi.org/10.1016/j.molcata.2013.09.030"
- Description: Zinc octacarboxy phthalocyanine (ZnOCPc) was covalently immobilized on the surface of magnetite nanoparticles (MNPs) for the photocatalytic degradation of Orange G (OG) under visible light irradiation. It is noteworthy that the catalyst can be easily recovered using an external magnet and that it is reusable. The ZnOCPc remained bound to the MNP surface even after 25 min of photolysis as confirmed by the FT-IR and X-ray diffraction spectra. Kinetic analysis shows that the photodegradation rates of OG can be approximated to be pseudo-first order, according to the Langmuir–Hinshelwood kinetics model.
- Full Text:
- Date Issued: 2013
- Authors: Modisha, Phillimon , Nyokong, Tebello , Antunes, Edith M
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/241653 , vital:50958 , xlink:href="https://doi.org/10.1016/j.molcata.2013.09.030"
- Description: Zinc octacarboxy phthalocyanine (ZnOCPc) was covalently immobilized on the surface of magnetite nanoparticles (MNPs) for the photocatalytic degradation of Orange G (OG) under visible light irradiation. It is noteworthy that the catalyst can be easily recovered using an external magnet and that it is reusable. The ZnOCPc remained bound to the MNP surface even after 25 min of photolysis as confirmed by the FT-IR and X-ray diffraction spectra. Kinetic analysis shows that the photodegradation rates of OG can be approximated to be pseudo-first order, according to the Langmuir–Hinshelwood kinetics model.
- Full Text:
- Date Issued: 2013
Dog wars : a Victorian steampunk adventure
- Authors: Molino, Nicolene Chloe
- Date: 2013
- Subjects: Creative writing , Fiction , South Africa , Creative writing (Higher education) , Short stories, South African (English) -- 21st century , South African fiction (English) -- 21st century , English language -- Writing
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5965 , http://hdl.handle.net/10962/d1001815
- Description: We're in an alternate universe, circa Dickensian London. Leofric Lieven, a local crime lord, is about to find the past catching up on him. The Romany Carnival has come to town, and a gypsy woman, his former lover and partner in crime, demands from him a favour which will redress his betrayal of years before: he must secure a stolen object and return it to her. But things go horribly wrong when local delivery boy Cards Bennish is kidnapped by Leofric’s competitor before he can deliver the goods that will cover Leofric's debt to the gypsy. In this world, humans can shape shift into animals, entirely or only partially, dog fighting is the favourite pastime for high stakes betting, and power belongs to the highest bidder. The gypsy’s final bet, for the highest stakes yet, will seal the fates of a number of people, for better or worse
- Full Text:
- Date Issued: 2013
- Authors: Molino, Nicolene Chloe
- Date: 2013
- Subjects: Creative writing , Fiction , South Africa , Creative writing (Higher education) , Short stories, South African (English) -- 21st century , South African fiction (English) -- 21st century , English language -- Writing
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5965 , http://hdl.handle.net/10962/d1001815
- Description: We're in an alternate universe, circa Dickensian London. Leofric Lieven, a local crime lord, is about to find the past catching up on him. The Romany Carnival has come to town, and a gypsy woman, his former lover and partner in crime, demands from him a favour which will redress his betrayal of years before: he must secure a stolen object and return it to her. But things go horribly wrong when local delivery boy Cards Bennish is kidnapped by Leofric’s competitor before he can deliver the goods that will cover Leofric's debt to the gypsy. In this world, humans can shape shift into animals, entirely or only partially, dog fighting is the favourite pastime for high stakes betting, and power belongs to the highest bidder. The gypsy’s final bet, for the highest stakes yet, will seal the fates of a number of people, for better or worse
- Full Text:
- Date Issued: 2013
Valerie Møller: a pioneer in South African Quality of Life Research
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67205 , vital:29059 , https://doi.org/10.1007/s11482-013-9249-3
- Description: publisher version , Professor Valerie Møller is Professor Emeritus of Quality of Life Studies at Rhodes University, Grahamstown, South Africa. Before that she was director of the Institute of Social and Economic Research at Rhodes University (1998–2006) and headed the Quality of Life Research Unit at the University of KwaZulu-Natal, Durban, South Africa, in the 1990s. She completed her primary school education in North Carolina, USA, and her secondary and tertiary education in Zürich, Switzerland. She earned Lic. Phil and DPhil degrees from the University of Zürich, majoring in sociology. She has lived and worked in Southern Africa since 1972. Together with the late Professor Lawrence Schlemmer she developed the first survey instruments to measure objective and subjective well-being among South Africans from all walks of life. The South African Quality of Life Trends Study has tracked happiness and life satisfaction from apartheid to the transition to democracy (1983–2012).
- Full Text: false
- Date Issued: 2013
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67205 , vital:29059 , https://doi.org/10.1007/s11482-013-9249-3
- Description: publisher version , Professor Valerie Møller is Professor Emeritus of Quality of Life Studies at Rhodes University, Grahamstown, South Africa. Before that she was director of the Institute of Social and Economic Research at Rhodes University (1998–2006) and headed the Quality of Life Research Unit at the University of KwaZulu-Natal, Durban, South Africa, in the 1990s. She completed her primary school education in North Carolina, USA, and her secondary and tertiary education in Zürich, Switzerland. She earned Lic. Phil and DPhil degrees from the University of Zürich, majoring in sociology. She has lived and worked in Southern Africa since 1972. Together with the late Professor Lawrence Schlemmer she developed the first survey instruments to measure objective and subjective well-being among South Africans from all walks of life. The South African Quality of Life Trends Study has tracked happiness and life satisfaction from apartheid to the transition to democracy (1983–2012).
- Full Text: false
- Date Issued: 2013
Farewell to Lawrence Schlemmer: initiator of quality-of-life studies in South Africa
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67175 , vital:29055 , https://doi.org/10.1007/s11205-011-9965-8
- Description: publisher version , Professor Lawrence Schlemmer, affectionately known as Lawrie, was the father of South Africa’s quality-of-life studies and social indicators movement. He died on 26 October 2011 at the age of 75 after a short illness. In 1978, Lawrence marched into my office at the Centre for Applied Social Sciences, University of Natal, brandishing two books. We need to do some work on quality of life in South Africa, he announced, before handing me the volumes. At the time, South Africa’s leaders assumed that smiling black faces meant that South Africans were happy with their lot in life under apartheid. Our surveys were to prove otherwise. That weekend was spent reading cover to cover the classic works by Frank Andrews, Angus Campbell and their colleagues. The next week we pored over lists of concerns voiced by South Africans which we later put to test in the field. In 1982, we submitted our findings by ‘slug’ post to the editor of Social Indicators Research. We received a letter by return mail from Alex Michalos to say he would publish our paper and we should not be too disappointed with our regression results!
- Full Text: false
- Date Issued: 2013
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67175 , vital:29055 , https://doi.org/10.1007/s11205-011-9965-8
- Description: publisher version , Professor Lawrence Schlemmer, affectionately known as Lawrie, was the father of South Africa’s quality-of-life studies and social indicators movement. He died on 26 October 2011 at the age of 75 after a short illness. In 1978, Lawrence marched into my office at the Centre for Applied Social Sciences, University of Natal, brandishing two books. We need to do some work on quality of life in South Africa, he announced, before handing me the volumes. At the time, South Africa’s leaders assumed that smiling black faces meant that South Africans were happy with their lot in life under apartheid. Our surveys were to prove otherwise. That weekend was spent reading cover to cover the classic works by Frank Andrews, Angus Campbell and their colleagues. The next week we pored over lists of concerns voiced by South Africans which we later put to test in the field. In 1982, we submitted our findings by ‘slug’ post to the editor of Social Indicators Research. We received a letter by return mail from Alex Michalos to say he would publish our paper and we should not be too disappointed with our regression results!
- Full Text: false
- Date Issued: 2013
South African quality of life trends over three decades, 1980–2010
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67145 , vital:29040 , https://doi.org/10.1007/s11205-012-0120-y
- Description: publisher version , The South African Quality of Life Trends study has tracked the subjective well-being of South Africans in ten waves from 1983 to 2010. The paper presents the SAQoL trendline of life satisfaction, happiness and perceptions of life getting better or worse against the backdrop of the transition from apartheid to democracy. Subjective well-being peaked in the month following the first open elections in April 1994 when black and white South Africans were equally satisfied and happy at levels found in other democratic societies. But post-election euphoria was short-lived and levels of well-being dropped the following year and racial inequalities in evaluations of life re-emerged. The tenth and latest wave in the study was conducted a few months after South Africa’s successful hosting of the Soccer World Cup. In 2010, the proportions of all South Africans expressing satisfaction, happiness and optimism was among the highest since the coming of democracy—just over half stated they were satisfied, close on two-thirds were happy, and half felt life was getting better. Nonetheless, while the standard of living has increased for a minority of formerly disadvantaged South Africans and a small black middle class has emerged, there are still huge disparities in both material and subjective well-being. In 1997 and 2010, South Africans were asked what would make them happier in future. In 2010, the majority of citizens still hoped for basic necessities, income and employment, to enhance their quality of life.
- Full Text: false
- Date Issued: 2013
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67145 , vital:29040 , https://doi.org/10.1007/s11205-012-0120-y
- Description: publisher version , The South African Quality of Life Trends study has tracked the subjective well-being of South Africans in ten waves from 1983 to 2010. The paper presents the SAQoL trendline of life satisfaction, happiness and perceptions of life getting better or worse against the backdrop of the transition from apartheid to democracy. Subjective well-being peaked in the month following the first open elections in April 1994 when black and white South Africans were equally satisfied and happy at levels found in other democratic societies. But post-election euphoria was short-lived and levels of well-being dropped the following year and racial inequalities in evaluations of life re-emerged. The tenth and latest wave in the study was conducted a few months after South Africa’s successful hosting of the Soccer World Cup. In 2010, the proportions of all South Africans expressing satisfaction, happiness and optimism was among the highest since the coming of democracy—just over half stated they were satisfied, close on two-thirds were happy, and half felt life was getting better. Nonetheless, while the standard of living has increased for a minority of formerly disadvantaged South Africans and a small black middle class has emerged, there are still huge disparities in both material and subjective well-being. In 1997 and 2010, South Africans were asked what would make them happier in future. In 2010, the majority of citizens still hoped for basic necessities, income and employment, to enhance their quality of life.
- Full Text: false
- Date Issued: 2013
Perceptions of fortune and misfortune in older South African households: social assistance and the ‘Good Life’
- Moller, Valerie, Radloff, Sarah E
- Authors: Moller, Valerie , Radloff, Sarah E
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67165 , vital:29043 , https://doi.org/10.1007/s11205-012-0026-8
- Description: publisher version , It is commonly assumed that better living standards will boost subjective well-being. The post-apartheid South African government subscribes to this idea; its social policies aim to provide ‘a better life for all’. Since the coming of democracy in 1994, the state has built over 3 million houses and supplied electricity and clean water to poor households. By 2009, an estimated 43 % of households were beneficiaries of social grants. The question is whether this investment in services and social assistance translates into higher well-being of citizens. It is argued that older people’s experience of positive change in their life circumstances can be taken as a litmus test of progress in society. The paper reports results of a sample survey conducted in 2009 that inquired into the living circumstances and well-being of 1,000 older low-income households in two provinces linked by a labour migration route. Older households were defined as ones with a member 55 years and older. The sample was drawn among three approximately equal-sized subgroups: Rural black households in the former ‘homelands’ of the Eastern Cape Province, and black and coloured households in Cape Town in the Western Cape Province. The majority of the households in the survey had been interviewed in an earlier survey conducted in late 2002. Both material and non-material changes had occurred in the household situation over the 6-year period between 2002 and 2009. Access to housing and infrastructure had improved but financial difficulties and debts continued to plague many of the surveyed households. Rural black households appeared to be worst off among the three categories of older households with the lowest level of living; coloured households best situated with the highest level of living. Urban black households, many of whom were immigrants to Cape Town, appeared to have experienced the greatest fluctuations in their material circumstances between 2002 and 2009 and a mix of fortune and misfortune. Results indicated that social grants, which provided a modicum of financial security and peace of mind, made the crucial difference between fortune and misfortune for vulnerable households. Securing a social pension and other grants appeared to be the main route to good fortune for the rural households in the study. Households in Cape Town required wage income in addition to grant income to get by in the city. This mix of income sources diluted urban households’ dependence on social assistance. Regression model results suggest that income and financial security play a significantly more important role in boosting the well-being of low-income older households than access to services. Pooling of income, a common practice in pensioner households, contributed significantly to household satisfaction.
- Full Text: false
- Date Issued: 2013
- Authors: Moller, Valerie , Radloff, Sarah E
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67165 , vital:29043 , https://doi.org/10.1007/s11205-012-0026-8
- Description: publisher version , It is commonly assumed that better living standards will boost subjective well-being. The post-apartheid South African government subscribes to this idea; its social policies aim to provide ‘a better life for all’. Since the coming of democracy in 1994, the state has built over 3 million houses and supplied electricity and clean water to poor households. By 2009, an estimated 43 % of households were beneficiaries of social grants. The question is whether this investment in services and social assistance translates into higher well-being of citizens. It is argued that older people’s experience of positive change in their life circumstances can be taken as a litmus test of progress in society. The paper reports results of a sample survey conducted in 2009 that inquired into the living circumstances and well-being of 1,000 older low-income households in two provinces linked by a labour migration route. Older households were defined as ones with a member 55 years and older. The sample was drawn among three approximately equal-sized subgroups: Rural black households in the former ‘homelands’ of the Eastern Cape Province, and black and coloured households in Cape Town in the Western Cape Province. The majority of the households in the survey had been interviewed in an earlier survey conducted in late 2002. Both material and non-material changes had occurred in the household situation over the 6-year period between 2002 and 2009. Access to housing and infrastructure had improved but financial difficulties and debts continued to plague many of the surveyed households. Rural black households appeared to be worst off among the three categories of older households with the lowest level of living; coloured households best situated with the highest level of living. Urban black households, many of whom were immigrants to Cape Town, appeared to have experienced the greatest fluctuations in their material circumstances between 2002 and 2009 and a mix of fortune and misfortune. Results indicated that social grants, which provided a modicum of financial security and peace of mind, made the crucial difference between fortune and misfortune for vulnerable households. Securing a social pension and other grants appeared to be the main route to good fortune for the rural households in the study. Households in Cape Town required wage income in addition to grant income to get by in the city. This mix of income sources diluted urban households’ dependence on social assistance. Regression model results suggest that income and financial security play a significantly more important role in boosting the well-being of low-income older households than access to services. Pooling of income, a common practice in pensioner households, contributed significantly to household satisfaction.
- Full Text: false
- Date Issued: 2013
What are the best and worst times in the lives of South African township dwellers? A content analysis of the self-defined end-anchors for Bernheim’s ACSA scale of subjective well-being
- Authors: Moller, Valerie , Theuns, P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67155 , vital:29042 , https://doi.org/10.1007/s11205-012-0073-1
- Description: publisher version , Bernheim’s ACSA, a less conventional measure of subjective well-being originally developed for use in a clinical setting, was applied to a sample of black South African township dwellers (n = 1,020) in the Eastern Cape Province. The Anamnestic Comparative Self Assessment is an experiential self-anchoring scale with concrete anchors (Bernheim in Psychologie médicale 15:1625–1626, 1983). Respondents described the ‘best’ and ‘worst’ periods experienced in their lives in their own words and rated their current life situation within these two extremes that served as the end-anchors of an 11-point rating scale, ACSA. The ACSA score was significantly positively correlated with conventional measures of subjective well-being. The study examined in detail the content of the ACSA anchors, the best and worst periods of respondents’ lives, classified by domain, to gain insights into reference comparisons applied in quality-of-life evaluation in a developing country setting. As was the case in earlier ACSA studies, most domains that served as reference standards were related to the self and family life. However, material living standards, represented by the domains of income, financial security and housing also featured prominently as personal anchors—a reflection of life goals in post-apartheid South Africa. Age, gender, education and self-reported health were associated with the choice of select anchors. The discussion provides pointers for future applications of ACSA in large sample surveys using a pre-coded multiple-choice format for anchor descriptions. It is concluded that the content of ACSA anchors corresponds closely to contemporary definitions of the good life among ordinary South Africans.
- Full Text: false
- Date Issued: 2013
- Authors: Moller, Valerie , Theuns, P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67155 , vital:29042 , https://doi.org/10.1007/s11205-012-0073-1
- Description: publisher version , Bernheim’s ACSA, a less conventional measure of subjective well-being originally developed for use in a clinical setting, was applied to a sample of black South African township dwellers (n = 1,020) in the Eastern Cape Province. The Anamnestic Comparative Self Assessment is an experiential self-anchoring scale with concrete anchors (Bernheim in Psychologie médicale 15:1625–1626, 1983). Respondents described the ‘best’ and ‘worst’ periods experienced in their lives in their own words and rated their current life situation within these two extremes that served as the end-anchors of an 11-point rating scale, ACSA. The ACSA score was significantly positively correlated with conventional measures of subjective well-being. The study examined in detail the content of the ACSA anchors, the best and worst periods of respondents’ lives, classified by domain, to gain insights into reference comparisons applied in quality-of-life evaluation in a developing country setting. As was the case in earlier ACSA studies, most domains that served as reference standards were related to the self and family life. However, material living standards, represented by the domains of income, financial security and housing also featured prominently as personal anchors—a reflection of life goals in post-apartheid South Africa. Age, gender, education and self-reported health were associated with the choice of select anchors. The discussion provides pointers for future applications of ACSA in large sample surveys using a pre-coded multiple-choice format for anchor descriptions. It is concluded that the content of ACSA anchors corresponds closely to contemporary definitions of the good life among ordinary South Africans.
- Full Text: false
- Date Issued: 2013
Subterranean control of an arboreal pest: EPNs and EPFs for FCM
- Moore, Sean, Coombes, Candice, Manrakhan, Aruna, Kirkman, Wayne, Hill, Martin P, Ehlers, Ralf-Udo, Daneel, John-Henry, De Waal, Jeanne, Dames, Joanna F, Malan, Antoinettre
- Authors: Moore, Sean , Coombes, Candice , Manrakhan, Aruna , Kirkman, Wayne , Hill, Martin P , Ehlers, Ralf-Udo , Daneel, John-Henry , De Waal, Jeanne , Dames, Joanna F , Malan, Antoinettre
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425450 , vital:72241 , xlink:href="https://www.cabdirect.org/cabdirect/abstract/20133257699"
- Description: Control measures against the false codling moth (FCM), Thaumatotibia leucotreta, have traditionally ignored the soil-borne pupal stage. Recent trials with entomopathogenic nematodes (EPNs) and entomopathogenic fungi (EPFs) have targeted this life-stage. Application of Heterorhabditis bacteriophora to a citrus orchard floor, reduced T. leucotreta infestation of fruit by up to 81%. Conservation of H. zealandica through non-usage of a nematicide also resulted in dramatically lower fruit infestation. Dose-response and exposure time-response bioassays identified the three most promising fungal isolates against pupating T. leucotreta. Orchard trials showed persistence of these fungi in orchard soil for at least six months.
- Full Text:
- Date Issued: 2013
- Authors: Moore, Sean , Coombes, Candice , Manrakhan, Aruna , Kirkman, Wayne , Hill, Martin P , Ehlers, Ralf-Udo , Daneel, John-Henry , De Waal, Jeanne , Dames, Joanna F , Malan, Antoinettre
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425450 , vital:72241 , xlink:href="https://www.cabdirect.org/cabdirect/abstract/20133257699"
- Description: Control measures against the false codling moth (FCM), Thaumatotibia leucotreta, have traditionally ignored the soil-borne pupal stage. Recent trials with entomopathogenic nematodes (EPNs) and entomopathogenic fungi (EPFs) have targeted this life-stage. Application of Heterorhabditis bacteriophora to a citrus orchard floor, reduced T. leucotreta infestation of fruit by up to 81%. Conservation of H. zealandica through non-usage of a nematicide also resulted in dramatically lower fruit infestation. Dose-response and exposure time-response bioassays identified the three most promising fungal isolates against pupating T. leucotreta. Orchard trials showed persistence of these fungi in orchard soil for at least six months.
- Full Text:
- Date Issued: 2013
Like Katherine
- Authors: Morgan, Jane Mary Kathleen
- Date: 2013
- Subjects: Creative writing , Fiction , South Africa , Creative writing (Higher education) , Short stories, South African (English) -- 21st century , South African fiction (English) -- 21st century , English language -- Writing
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5964 , http://hdl.handle.net/10962/d1001814
- Description: Vicky, a thirty something English radio journalist, has moved to Cape Town to try and work out what it is that's missing from her life and to fill the gap. At first she thinks she's found what she's looking for, but a series of unsettling events makes her realise she has simply brought her problems with her. She goes back to England, ostensibly for work, where she is contacted by her stepbrother, Mark. They hardly know each other but he has a reason for wanting to find her. They meet and, for both of them, their encounters change the way they see themselves and their relationships. Vicky comes to understand more about her past and her family and, for the first time, to find a connection with her emotional life
- Full Text:
- Date Issued: 2013
- Authors: Morgan, Jane Mary Kathleen
- Date: 2013
- Subjects: Creative writing , Fiction , South Africa , Creative writing (Higher education) , Short stories, South African (English) -- 21st century , South African fiction (English) -- 21st century , English language -- Writing
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5964 , http://hdl.handle.net/10962/d1001814
- Description: Vicky, a thirty something English radio journalist, has moved to Cape Town to try and work out what it is that's missing from her life and to fill the gap. At first she thinks she's found what she's looking for, but a series of unsettling events makes her realise she has simply brought her problems with her. She goes back to England, ostensibly for work, where she is contacted by her stepbrother, Mark. They hardly know each other but he has a reason for wanting to find her. They meet and, for both of them, their encounters change the way they see themselves and their relationships. Vicky comes to understand more about her past and her family and, for the first time, to find a connection with her emotional life
- Full Text:
- Date Issued: 2013
What to expect when you’re not expecting : child-freedom, social stigma, and online subjectivities
- Authors: Morison, Tracy
- Date: 2013
- Language: English
- Type: Conference paper , text
- Identifier: vital:6210 , http://hdl.handle.net/10962/d1003915
- Description: From Introduction: Today I’m presenting some of the preliminary findings of a study about voluntary childlessness conducted with Indian, Polish, and fellow South African collaborators. Voluntary childlessness is also frequently referred to as being childless by choice or childfree. The term childfree (as opposed to ‘childless’) is intended to show that not having children “can be an active and fulfilling choice”, and to indicate agency and freedom from social obligation. The distinguishing feature of voluntary childlessness is the deliberate avoidance of parenthood, and this is precisely what opens up childfree people, especially married heterosexuals, to greater stigma than the temporarily or involuntarily childless, since it is seen as willing and deliberate deviation from the norm. Having children is seen as a natural consequence of being a “normal” heterosexual woman or man, as well as an expected outcome of marriage. Parenthood is therefore normalised by regulative discourses around sexuality and gender. This process of normalisation is reinforced by pronatalist discourse. According to Meyers, pronatalism rests upon twin strategies: The first is the valorisation or glorification of parenthood, which supports the belief that having children is the only true path to fulfilment. The second strategy is the denigration of non-reproduction in which childlessness is cast as horrific. The result of these dual strategies is to eliminate deliberate childlessness as a possibility. Parenthood, as the only truly viable option for a fulfilling life, is therefore a non-choice. This is compounded by nationalistic and religious rhetoric that constructs childbearing as an obligation or duty. Consequently, as my previous research showed, people often do not reflect on whether to have children or not, but see it more as a matter of timing.
- Full Text:
- Date Issued: 2013
- Authors: Morison, Tracy
- Date: 2013
- Language: English
- Type: Conference paper , text
- Identifier: vital:6210 , http://hdl.handle.net/10962/d1003915
- Description: From Introduction: Today I’m presenting some of the preliminary findings of a study about voluntary childlessness conducted with Indian, Polish, and fellow South African collaborators. Voluntary childlessness is also frequently referred to as being childless by choice or childfree. The term childfree (as opposed to ‘childless’) is intended to show that not having children “can be an active and fulfilling choice”, and to indicate agency and freedom from social obligation. The distinguishing feature of voluntary childlessness is the deliberate avoidance of parenthood, and this is precisely what opens up childfree people, especially married heterosexuals, to greater stigma than the temporarily or involuntarily childless, since it is seen as willing and deliberate deviation from the norm. Having children is seen as a natural consequence of being a “normal” heterosexual woman or man, as well as an expected outcome of marriage. Parenthood is therefore normalised by regulative discourses around sexuality and gender. This process of normalisation is reinforced by pronatalist discourse. According to Meyers, pronatalism rests upon twin strategies: The first is the valorisation or glorification of parenthood, which supports the belief that having children is the only true path to fulfilment. The second strategy is the denigration of non-reproduction in which childlessness is cast as horrific. The result of these dual strategies is to eliminate deliberate childlessness as a possibility. Parenthood, as the only truly viable option for a fulfilling life, is therefore a non-choice. This is compounded by nationalistic and religious rhetoric that constructs childbearing as an obligation or duty. Consequently, as my previous research showed, people often do not reflect on whether to have children or not, but see it more as a matter of timing.
- Full Text:
- Date Issued: 2013
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012