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The development of an enabling and socially just learning
environment in schools does not relate only to teaching and
learning but also to assessment of and for learning. Of particular
importance is the provision of assessment opportunities for
learners with physical, sensory and neurological disabilities or
specific learning difficulties. Guidelines for assessment
adaptation focuses on assessment adaptations and methods of
assessment (special concessions) for learners who experience
reading and writing difficulties that prevent them from giving a
true reflection of their acquired knowledge and skills in classroom
tests and examinations. Guidelines for assessment adaptation
provides a general and useful framework for assessment in an
inclusive environment. It discusses the support of learners with
language and other difficulties and gives specific techniques for
adapting assessments to assist them. Contents include the
following: Principles of assessment; Specific learning
difficulties; Curriculum adaptation; Identifying barriers to
assessment; Description of assessment adaptations; Administrative
procedures for assessment adaptations. Guidelines for assessment
adaptation is aimed at all educators facing the challenge of
assessing learners with disabilities and learning difficulties
fairly.
The supervision of inexperienced counsellors and other helping
professionals should be regarded as an integral, rather than a
peripheral, part of their initial and ongoing training.
Furthermore, supervision can play an important role in the
development and maintenance of professional competence, and in
providing support for the experienced practitioner who wishes to
provide the highest quality of care for clients. Training of
registered counsellors in South Africa presents unique challenges
to supervisors. Supervisors and supervisees need supportive
information to stay informed about policy changes, trends and
research - from the community within South Africa and
internationally - that influence and nature and productivity of the
counsellor process. This publication answers this need by focusing
on the fundamentals of supervision and its effective utilisation.
The chapters cover a variety of topics, from accessible theory on
the role and functions of the supervisor and the development stages
of the supervisee to eminently practical chapters on report writing
and preventing counsellor burnout. Suggestions on the use of
metaphor and story in counselling add depth, while the many sample
case studies bring focus and immediacy to the text.
There is an increased focus in Higher Education on alternative
assessment tools in contrast to traditional methods of assessment
(Bitzer, 2003; Brown and Glasner, 1999; Knight, 1995). The aim of
this study is to investigate how the development of process
portfolios can support the academic, personal and career
development of students in a first year foundation course at a
Higher Education institution in South Africa. The module that is
under study is a life skills module. The research question of this
study is thus: How do foundation students in the module "University
Preparation" experience the development of a portfolio? I made use
of generic, qualitative research methods. A sample of 10 portfolios
within the Education Faculty was taken. They ranged from excellent,
to average and unsatisfactory. To gain in-depth knowledge, there
was a series of individual semi-structured interviews with the
students who developed the portfolios, focusing on their experience
in developing the portfolios. The findings resulted in various
recommendations for the lecturers involved in the module regarding
ways of supporting the academic and personal development of
students in a foundation course.
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