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University of South Africa

1. Heckroodt, Annétia Sophia. Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig.

Degree: 1995, University of South Africa

With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated.; Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. Advisors/Committee Members: Engelbrecht, C. S (advisor).

Subjects/Keywords: Skoolgereedheidsevaluering; Skoolbeginners; Dinamiese evaluering; Deurlopende evaluering; Diagnostiese Toetsbattery; Voortoets; Natoets; Aanvangsonderwys; Brugperiodemodel; Onderrigintervensie in toetssituasie; Bemiddelde leer; Sone van Naaste Ontwikkeling (SNO); Emosies en leer; Ontwikkelingsfases; Homogene bevoegdheidsgroepe; School readiness evaluation; School beginners; Dynamic evaluation; Continuous evaluation; Battery of Diagnostic Tests; Pre-Screening Test; Post-Screening Test; Initial teaching; Bridging period model; Teaching intervention in test situation; Evaluation; Mediated learning; ZND (Zone of Next Development); Emotion and learning; Developmental phases; Homogeneous ability grouping

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Heckroodt, A. S. (1995). Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/16926

Chicago Manual of Style (16th Edition):

Heckroodt, Annétia Sophia. “Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig.” 1995. Masters Thesis, University of South Africa. Accessed November 19, 2019. http://hdl.handle.net/10500/16926.

MLA Handbook (7th Edition):

Heckroodt, Annétia Sophia. “Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig.” 1995. Web. 19 Nov 2019.

Vancouver:

Heckroodt AS. Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig. [Internet] [Masters thesis]. University of South Africa; 1995. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10500/16926.

Council of Science Editors:

Heckroodt AS. Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig. [Masters Thesis]. University of South Africa; 1995. Available from: http://hdl.handle.net/10500/16926

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