Factores que influyen en el Desarrollo del Síndrome de Burnout

According to Black, Harrison, Lee, Marshall and William (2003:5) assessment for learning is of quality when a teacher is able to provide descriptive feedback.

Continuous assessment means assessing in an on-going way. This indicates that the whole range of class work and homework can be acknowledged. The role of the principal as an instructional leader is to ensure that the learner’s entire work will be given the status and value reserved for examinations and written tests in ensuring quality assessment at school when learners are assessed throughout the year, educators can record how well they work in everyday conditions (Pahad, 1997:10). Harris and Bell (1994:102) agree with Pahad that with continuous assessment one assesses periodically throughout a learning process. This should be done to warrant quality assurance in the learning process.

The principal as an assessment leader should make sure that assessment for learning is continuous at school and that parents of learners are invited to school from time to time. Herman (1992:75) asserts that, through the assessment process, learners should develop the skills and understanding they need to learn so as to continue their progress in the world of further learning and training.

147

The Assessment Reform Group (2002:1) views continuous assessment for learning as follows:

• It provides feedback on the learning outcomes that learners have achieved and those that have not been achieved.

• It assists with identifying the strengths and weaknesses of learners.

• It encourages communication between educators and learners.

• It works hand in hand with evaluation.

• It provides important information about curriculum issues such as teaching methods and the relevance of learning outcomes and resources.

In addition, the South African Qualifications Authority (SAQA) (2002:61) declares that internal moderation should be done at an institution to ensure that equality assessment is consistent, accurate and well designed. Furthermore, assessment for learning is criterion-referenced and has a more formative than summative nature.

Continuous assessment is assessment that occurs throughout the period of learning to ensure quality teaching and learning.

Sieborger and Macintosh (1998:25) also add that educators use continuous assessment for summative purposes because they are not monitored by the School Management Team (SMT) and the principal of the school. It is very important that an assessment plan is drawn up along with the assessment policy that will inform educators when to record learners’ marks for quality assurance.

As stated by Malan (1997:24), assessment practices can also assist in the following ways to:

• Assist learners in making choices about subjects or career paths.

• Determine whether learners have acquired knowledge and skills and have grasped the concepts they were supposed to.

• Evaluate the effectiveness of a learning programme or process.

• Place learners in particular grades or courses.

148

• Inform learners of individual progress and development.

Good educators are good assessors; educators and principals have to be aware of learners’ progress so that they can report to parents. Continuous assessment monitors the learners’ progress toward achieving outcomes and both educator and learner get regular feedback and progress updates.

Le Grange and Reddy (1998:10) further add that learners are continuously motivated and stimulated, meaning that the feedback learners get from their educators help much to ensure quality assessment practices.

Furthermore, assessment for learning provides valuable formative feedback, can reduce stress and can motivate both learners and teachers to measure their achievement; the principal as an instructional leader should ensure that quality assessment is achieved.

Harris and Bell (1994:102-103) argue that continuous assessment is focused on the learner’s needs, meaning that learners are expected to perform to the level of satisfaction so that their needs are addressed. The principal as an assessment leader should ensure that learners are taught according to the assessment guidelines so that they cover the scope of work within the given time.

Moreover, Van der Heuvel (1996:174) argues that assessment for leaning should move from passive to active, from static to dynamic, from certainty to uncertainty and from problems at different levels to answers at different levels. Assessment should be fair instead of being subjective. This suggests in the Department of Education circular no. 22 (2002:3) that assessment for learning should gather valid and reliable information about the performance of the learner on an on-going basis, against clearly defined criteria using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting on them by giving positive, supportive and motivational feedback to learners, educators, parents and other stakeholders. Mackrory (1996:17) declares that in order to provide feedback that is authentic and relevant to the learner, both the educator and learner need to be aware of criteria that will be used in the assessment processes to ensure quality assessment practices.

149

Educators should further monitor the learners’ progress through an area of learning so that skills, values, knowledge and attitudes are developed. Assessment provides information about learning difficulties and the remedial action necessary to support learners in how they may be experiencing learning difficulties as stated by circular no. 22 (2002:4).

Finally, the principal as an assessment leader should ensure that educators have given learners enough activities that are related to their work for quality assurance and control. The instructional leader should motivate learners to achieve high for quality teaching and learning.