Saloshna Vandeyar

Bio: Saloshna Vandeyar is an academic researcher from University of Pretoria. The author has contributed to research in topics: Curriculum & Identity (social science). The author has an hindex of 16, co-authored 55 publications receiving 878 citations.

Has curriculum reform in South Africa really changed assessment practices, and what promise does the revised National Curriculum Statement hold?

Abstract: This article examines the extent to which outcomes-based education, Curriculum 2005 and the Revised National Curriculum Statement provide guidelines for assessment that are consistent with principles of high-quality assessment. It illustrates that important principles such as reliability, validity and fairness are embodied in these curriculum frameworks, but that the principles are not always made explicit. It is claimed that this shortcoming is one of the reasons that concerns about why, how and when to assess learners have been evident in much of the debate surrounding recent South African curriculum reform. The paper argues that if teachers understand the fundamental principles of high-quality assessment, then they will have little difficulty in adapting their assessment practices to the broad guidelines provided by OBE or to the specific guidelines provided by Curriculum 2005, the revised National Curriculum Statement or any future curriculum framework. The paper uses examples from case studies to suggest that when teachers ignore sound assessment practices, assessment becomes a meaningless activity divorced from learning.

Educators' conceptions and practice of classroom assessments in post-apartheid South Africa

Abstract: The changes in post-apartheid South Africa have been accompanied by considerable changes in the education system. The most notable include desegregation of schools, development of a National Qualifications Framework, adoption of new language policies for education, and introduction of outcomes-based curricula. However entrenched assessment practices appear to be hampering the efforts to transform school education. An analysis of the assessment practices of three Grade 4 educators in multilingual classrooms revealed that the educators were unable or unwilling to adapt their assessment practices to the changing demands of South African school education. South African Journal of Education Vol. 27 (1) 2007: pp. 101-115

Responses of South African teachers to the challenge of school integration

Abstract: Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating from this research indicate that teachers do not enter their classrooms as ‘blank slates’ with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

The archaeology of knowledge

Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.