Rejoice Nsibande
Biographic Data
| ID | 3480945 |
|---|---|
| NAME | Rejoice Nsibande |
| GIVEN NAMES | Rejoice |
| FAMILY NAME | Nsibande |
| SIGNATURE | NSIBANDE R |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0009-0008-4097-7752 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Perspectives and discourses on teaching evaluations in a South African university
The paper reports on a study that explored selected lecturers' perspectives and discourses on a university's Student Evaluation of Teaching (SET) policy in South Africa; particularly what the policy prioritised in terms of purpose and evaluation processes. It also reports on the lecturers' reflections on the additional questions they included in the self-designed evaluation tools. A questionnaire, informal group conversations, and extended observ…
From use to influence: Student evaluation of teaching and the professional development of academics in Higher Education
The literature raises concerns that Student Evaluation of Teaching (SET) is not always used effectively to transform teaching practice in higher education. This paper reports on a study that was conducted across four faculties of a research-intensive university in South Africa to examine 17 academicsâ€TM engagement in a self-driven SET process. Kirkhartâ€TMs integrated theory of evaluation influence was used to analyse the collected data. Finding…
I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assess…
I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assess…
I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assess…
From use to influence: Student evaluation of teaching and the professional development of academics in Higher Education
The literature raises concerns that Student Evaluation of Teaching (SET) is not always used effectively to transform teaching practice in higher education. This paper reports on a study that was conducted across four faculties of a research-intensive university in South Africa to examine 17 academicsâ€TM engagement in a self-driven SET process. Kirkhartâ€TMs integrated theory of evaluation influence was used to analyse the collected data. Finding…
Perspectives and discourses on teaching evaluations in a South African university
The paper reports on a study that explored selected lecturers' perspectives and discourses on a university's Student Evaluation of Teaching (SET) policy in South Africa; particularly what the policy prioritised in terms of purpose and evaluation processes. It also reports on the lecturers' reflections on the additional questions they included in the self-designed evaluation tools. A questionnaire, informal group conversations, and extended observ…
Student Assessment and Feedback (3 works) · Computer Science (2 works) · Evaluation of Teaching Practices (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Cognitive psychology (1 works) · Collaborative Teaching and Inclusion (1 works) · Complement (music (1 works) · Context (archaeology (1 works)