Doel- en lesergerigtheid: Hoe geldig is ons stelwerk vraestelle?

• Main Author: Ria Smuts
• Format: Article
• Language: Afrikaans
• Published: Stellenbosch University 2013-02-01
• Series: Per Linguam : A Journal of Language Learning
• Online Access: http://perlinguam.journals.ac.za/pub/article/view/243
• ISSN: 0259-2312; 2224-0012

Wanneer oar die inhoudsgeldigheid van 'n eksamen geoordeel word, moet daar bepaal word tot wafter mate die leerling die soort gedrag kan !ewer waarna daar volgens die doelstellings gestreef word. Wanneer die leerling se eksamenstelwerk met die sillabus vergelyk moet word, kom daar egter 'n hele reeks ander tekste in die spel, wat meebring dat betroubaarheid van oordeel (en dus absolute geldigheid) onmoontlik is. Sowel die huidige as die voorgestelde sillabus plaas 'n hoe premie op doe!- en publiekgerigtheid by skryfwerk Daar is gesonde redes hiervoor. Dit blyk egter dat dit nie so 'n eenvoudige saak is om daaroor te oordeel nie en dat die eksamensituasie die oordeel uitermate moeilik maak 'n Ondersoek van eksamenvraestelle toon dat daar nie genoeg van die eis van doe!- en publiekgerigtheid tereg kom nie en dat daar ernstig besin moet word oar maniere waarop leerlinge werklik kan demonstreer ofhulle kan doen wat die sillabus van hulle vereis ten einde grater geldigheid te verseker. When judging the content validity of an examination, the candidate's ability to behave in accordance with the aims and objectives set by the syllabus must be measured. When the text produced by a candidate for assessing his writing ability is compared with the syllabus, a series of texts come into play, which means that the reliability of the judgment (and therefore absolute validity) cannot be obtained. Both the present syllabus and the proposed one emphasize the importance of defining the purpose and audience of written work This is laudable, but judging whether the text has achieved its aim is not always easy. The examination compounds this problem. A study of examination papers reveals that the tasks set in the final examination do not satisfactorily evaluate the candidates' ability to shape their texts in accordance with the demands made by aim and audience. In order to obtain a greater measure of validity, this problem will have to be addressed.