Bachelor of Education Honours in Educational Support
Education, Training and Development - Schooling
Purpose and Rationale
Research Proposal: Assessing Curriculum-based Assessment Strategies in Supporting Diverse Learner Populations
Purpose
The purpose of this study is to consolidate and deepen the student's knowledge of and expertise in the discipline of education within the Foundation Phase. This study aims to develop research capacity in the methodology and techniques of education by capacitating learners to understand adult learning theories, the social aspect of learning, and the influence of social and political factors on the adult learning landscape. The research proposal will involve delving into educational research, proposing a study that will contribute to the research requirement for the Degree, and connecting core concepts in education to personal biographies as educators. Furthermore, this study will rationalize the theoretical underpinning of assessment for learning support in schools and communities, exploring various curriculum-based assessment strategies. The research design will include a literature review, problem statement, research questions, methodology, data collection, and data analysis, ultimately reporting on the research process and outcomes.
Rationale
The rationale for this research proposal lies in the need to equip learners with the latest theoretical knowledge, assumptions, and strategies in education to effectively teach, assess, and support diverse learner populations in South African educational settings. Learner diversity presents challenges to teachers, demanding new knowledge, attitudes, and teaching strategies to ensure quality learning for all learners. By focusing on learning support that considers individual characteristics and contextual positioning, teachers can enhance the learning experience for each student. This study aims to address the evolving educational landscape by exploring assessment strategies that align with the needs of diverse learners within schools and communities.
Research Proposal Components
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Literature Review: An exploration of adult learning theories, the social dimension of learning, and assessment strategies in education.
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Problem Statement: Identification of the gap in research regarding the effectiveness of curriculum-based assessment strategies in supporting diverse learner populations.
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Research Questions: Formulation of research questions that address the gap in knowledge and guide the study.
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Research Design: Description of the methodology and approach to be used in the study.
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Research Methodology: Explanation of the methods that will be employed in data collection and analysis.
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Data Collection: Overview of how data will be collected to address the research questions.
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Data Analysis: Discussion of the data analysis process and how the outcomes will be reported.
Through this research proposal, the aim is to contribute to the field of education by investigating and analyzing the efficacy of curriculum-based assessment strategies in meeting the needs of diverse learners in educational settings.
Outcomes
- Develop a deepening of knowledge about adult learning theories, learning as a social phenomenon, and the social and political shaping of the adult learning landscape.
- Knowledge of educational research reflected.
- Equip learners to propose a study that will be undertaken as part of the research requirement for the Degree.
- Draw on the literature to explain and discuss certain core concepts and practices in education and link these concepts to their own biographies as educators and to develop and motivate particular research questions for deeper investigation.
- Deepen knowledge of learning theories, neurology in education and cognitive processes to be able to effectively assess and support the learning of a diverse learning population.
- Deepen knowledge regarding specific learning problems, child and adult disabilities and chronic illnesses, emotional and behavioural problems and giftedness, as well as particular strategies that can support these learners in their learning and development.
- Rationale and theoretical underpinning of assessment for learning support in schools and communities. Various curriculum-based assessment strategies will be explored in this section.
- Doing a literature review, problem statement, research questions, research design, research methodology, data collection and data analysis reporting on research process and outcomes.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Apply basic knowledge about the adult learner and the unique constraints of Adult Based Education and Training (ABET).
- Have an informed opinion about the social and political history of ABET.
- Identify learning styles and apply pedagogy relevant to the adult learner.
- Participate in critical discussion about the social arrangements of adult basic education in S.A.
- Critically reflect on the role of education and literacy in a knowledge society.
Associated Assessment Criteria for Exit Level Outcome 2:
- Demonstrate an understanding of the key features of different research traditions.
- Critically analyse the assumptions underpinning different research methods.
- Use conceptual tools in critically reading research.
- Understand methodological coherence.
- Select research methods appropriately.
- Appreciate the importance of multi-data production techniques.
- Understand research design and data analysis.
- Legitimate knowledge.
- Understand the relationship between ethics and research.
Associated Assessment Criteria for Exit Level Outcome 3:
- Demonstrate basic knowledge of theoretical and methodological traditions within interpretive research in education.
- Distinguish scientific knowledge from lay knowledge.
- Apply research knowledge to design, methods, and methodology selection.
- Engage in observation and interviewing.
- Conduct research in an ethical and technically defensible manner.
Associated Assessment Criteria for Exit Level Outcome 4:
- Explain core concepts and practices in education.
- Outline questions for further investigation in chosen research area.
- Explain rationale for chosen research questions.
Associated Assessment Criteria for Exit Level Outcome 5:
- Apply key learning theories to enhance and support all learners' learning and development.
- Apply knowledge of neurology in supporting learners' learning and development.
- Apply knowledge of cognitive processes in developing learning support strategies and activities.
Associated Assessment Criteria for Exit Level Outcome 6:
- Apply knowledge on learning problems to support learners, including disabilities, chronic illnesses, emotional and behavior problems, giftedness.
- Collaborate with parents and professionals in supporting learners.
- Implement augmentative and alternative communication for supporting learners.
Associated Assessment Criteria for Exit Level Outcome 7:
- Apply and discuss assessment implications in schools and communities.
- Critique assessment paradigm shifts.
- Apply theoretical knowledge to support literacy, mathematics, and perceptual skills.
- Plan and execute effective learning support within a supportive environment.
Associated Assessment Criteria for Exit Level Outcome 8:
- Understand interpretive research in educational psychology.
- Define and formulate a research question.
- Conduct literature review on the topic.
- Demonstrate research design and methodology skills.
Integrated Assessment:
- Align assessment policy with Stellenbosch University.
- Have two assessment tasks contributing to 50% of the overall performance mark.
- Conduct a formal 3-hour examination contributing to 50% of the overall performance mark.
- Need a minimum of 50% overall mark and 40% pass mark in the examination.
- Eligible for a supplementary examination with a 40% pass mark.
- Design, execute, and report on a research project within ethical guidelines.
- Demonstrate effective referencing skills.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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