Description of Prior Teaching Assignment(s) - Indicate Employer or Sponsor and Dates You Taught

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Description of prior teaching assignment(s). Indicate employer or sponsor and dates you
taught.
Name of employer: University of Botswana
Period f teaching service: (August 2003-May 2008)
I accepted a full- time teaching assignment at the University of Botswana in 2003 which
has brought me face-to-face with the complexities and challenges of the educational system.
This experience sparked a new passion and curiosity for blending my educational background
strengths with educational practices. My primary role as a lecturer at the University of Botswana
was to teach research and evaluation courses.
Courses that I taught include the following
Course Class level Credit Period taught

Hours
Introduction to Educational Measurement Undergraduate 2 August, 2003- May, 2008
in Education (EFR 200)
Introduction to Educational Research (EFR Undergraduate 2 August, 2003- May, 2008
220)
Measurement and Evaluation in Education Post Gradate 3 August, 2003- May, 2008
(EFR 500)
Project Design and Evaluation (Co-taught Graduate 3 August, 2005- December,
with senior lecturer)(EFR 765) 2005
Law and Social Research Methods (taught Undergraduate 3 January 2006- May, 2006
for another department) (SCL420)
2. Syllabus/Syllabi used (as distributed to students). Indicate whether you hold the
copyright or if you used a syllabus created by someone else.
The syllabus for the two courses I taught are attached (see Appendix 1 Introduction to
Educational Research, (EFR 220), (see Appendix 5 and Measurement and Evaluation in
Education, (EFR 500), both these syllabus were generated by me in collaboration with other
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lectures teaching the same courses. However, I modified most of the content for (Introduction to
Educational Research (EFR 220) to change it from an exam based course to a project based
course with a view to give students more opportunity to apply what they learned in class.
Appendix 1 EFR 220 Course Outline
UNIVERSITY OF BOTSWANA
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
EFR 220: Introduction to Educational Research (Credits: 2)
Semester 2; 2007/2008
Course Instructor: S. Koloi Class Time: MWF (2-3p.m)
Office: Block 101, Room 008 Office Hours: MWF 10am – 12 noon
Phone: 355 – 5185 (Office)
COURSE DESCRIPTION:
This is an introductory course in research methods. Educational research is the formal and
systematic application of the scientific method to the study of educational problems. The purpose
of this course is to make students familiar with research, and to enable the students to acquire the
body of knowledge and competencies for application and analysis related to research. The
overall strategy of this course is to promote attainment of a level of expertise in research through
the acquisition of skills and by involving of the students in research process. It is necessary that
all professional teachers and researchers should be familiar with the methods of research and
analysis of data so that they can find out valid solutions to educational problems.
COURSE AIMS AND OBJECTIVES:
The aim of this course is to prepare future teachers, who on the completion of this course would
be able to:
 Exhibit scientific thinking and scientific attitude towards different educational problems.
 Conduct applied and action research in the field of education.
 Understand research procedure and its application using appropriate statistics.
 Generate research hypotheses and test them.
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 Collect, organise and present material related to research from various sources.
 Understand and explain the concepts of validity and reliability of research.
 Construct valid and reliable measuring tools and instruments.
 Select samples using different sampling techniques.
 Differentiate between qualitative and quantitative research methodologies.
 Write research reports according to APA style of writing
COURSE CONTENT
Weeks one &two
1. Introduction to Research
 Defining the terms: Research, educational research
 Types of research ( Basic and applied research)
 Purposes for research
 Qualitative research approaches
 Quantitative research approaches
Week Three
2. Identification of Research Problems

 Selecting, stating and refining research problems
 Sources of research problems
 Characteristics of research problems
 Delimiting the problem
Week four
3. Research questions, Variables and Hypotheses

 Formulation of Research questions
 Definition of Hypothesis.
 Purpose and importance of research hypothesis
Week five
4. Literature Review
 Purpose and importance of literature review
 Types of information sources
 Steps involved in a literature search
 Referencing, citation and bibliography (APA referencing style)
Week six
5. Sampling Procedures
 Definitions of population, sample and sampling
 Different types of sampling techniques
 Considerations in determining sample size.
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Weeks seven &eight
6. Instrumentation and data collection

 Research tools (questionnaire, observation, interview etc)
 Instrument development ( questionnaire, observation, interview schedule and
rating scales)
Week nine
7. Ethics in Research
Weeks Ten - thirteen
8. Writing a Research Proposal step by step
 Components and prerequisites of a research proposal

(i) Title of the research proposal
(ii) Abstract
(iii) Introduction (background to the research study)
(iv) Statement of the problem
(v) Purpose of the research study
(vi) Research questions/objectives/hypothesis
(vii) Significance of the study
(viii) Review of the research study
(ix) Methods and procedures
(x) Discussion
(xi) Bibliography/ reference list and appendices.
INSTRUCTIONAL PROCESS
Classroom teaching, library work, student presentations, study visits and discussions. Students
will be expected to relate the content of instruction to their personal experiences.
MODE OF ASSESSMENT
 TESTS
 ASSIGNMENTS
 RESEARCH PROPOSAL
RESEARCH PROJECT (Research Proposal)
Select a topic and Write a research proposal using the format discussed in the class.
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Course Requirements:
Class Attendance: Attendance in every class session is mandatory and will carry ten (10) earned
points accounting for ten percent (10%) of the course assessment.
RECOMMENDED TEXTBOOK
1. Chilisa, B., & Preece, J. (2000). Research Methods for Adult Educators in Africa
(9282011186).
READING LIST
1. Cohen, L & Manion, L (1997). Research Methods in Education. London & New York :
Routledge (4th Edition)
2. Bell, J. (1999). Doing Your Research Project ( A guide for first-time researchers in education
and social science). Philladelphia: Open University Press.
3.American Psychological Association (APA) (2001). Publication Manual of the American

Psychological Association (6th ed.). Washington, D.C: Author.
READING LIST IN THE UNIVERSITY LIBRARY:
Books for Educational Research can be found on the third floor (reference numbers from
370.72…..) Make use of Botswana collection for past research studies by University of
Botswana Students.
Annotated version of the Syllabus/Syllabi that provides explanatory notes describing how
different parts of the course(s) were delivered, detailed explanations of the teaching and
learning theories that guided your instructional choices including the evaluation tools used,
etc
All parts of the course were taught through lecture method. Thus students were lectured
on the basic definition of research, types of research and purpose of research particularly the
purpose of conducting educational research, identification of research problems, research
questions, variables and hypotheses, literature review, sampling procedures, instrumentation and
data collection, ethics in research, writing a research proposal step by step. In all these subtopics
PowerPoint was used to aid instructional process and students were given some handouts to read
at home as additional notes. For instrumentation and data collection students were asked to bring
any instruments that they came across for discussion in class for critique.
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The only part of the course that was taught differently was the introduction sections on
Qualitative and Quantitative research approaches. Here students were divided into small groups
of two to three per group to research and present their findings on qualitative and quantitative
research approaches. Students were graded on the teaching and learning theory that was applied
in the second section was constructivists learning theory that support real world settings or case-
based learning. Constructivists learning theory advocate for collaboration and social negotiation
among learners, supports discovery learning, advocate for cooperative and collaborative activity
opportunities for hands-on activities amongst learners, encourages thoughtful reflection on
experience, and emphasizes knowledge construction over knowledge reproduction. Instead of
lecturing to students like in other topics were encouraged to search and generate their own
information and present their findings in class. Part of this teaching methods promoted
collaboration and cooperative skills amongst students as they worked together to prepare for
their presentations. Students were also taught to use PowerPoint and taught how to conduct
successful presentations, during presentations students were expected to involve other class
members by asking questions and answering questions from the floor. Students were given
marking key for presentation before presentations so that they can have an idea of how they will
be graded (see Appendix 2).
The course was evaluated mainly through group work presentations, tests, proposal
writing, Other materials attached for this course include the sample of the test that was used (see
Appendix 3), and PowerPoint slides for step-by step in proposal writing (see Appendix 4).
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3. Copies of course Material
Appendix 2
Marking Key for Class Presentations EFR 220
20 15 10 5
Very good, Somehow lack Not to standard, Did not seem to have
clear, and concise clarity, did cover Presenters lacked done any good
Content Coverage content coverage. some other some clarity, tried to research on the topic
All relevant important aspects of be concise but
materials covered. the topic. overlooked a lot of
salient parts of their
topic.
20 15 10 5
Well prepared for Somehow prepared Quality of Very poor
Quality of presentation, for the presentation, presentation not to presentation, it was
presentation very clear , tried to be clear, on good enough. hard to follow what
interesting to listen what was presented. Lacked some clarity. the presenters were
to the presentation. talking about.
20 15 10 5
Acknowledged all Remembered to Overlooked to Did not cite any
Acknowledging and sources cited using acknowledge some acknowledge most references at all.
Reference correct APA sources. of the sources that Making it difficult
referencing style. were used in the for other classmates
presentation. to do their own
follow up readings.
Use of PowerPoint 20 15 10 5
and other available Very good use of Somehow tried to Used technologies Over used
technologies technology. Ensured use of technology, most of the time, this technologies and this
that the use of well to ensure that it impacted on the affected the quality
technology does not does not interfere quality of the of what was being
inter with students with students presentation. discussed.
learning. learning.
20 15 10 5
Involved other Other students were Somehow involved Other students were Did not involve
students in the actively involved other students in the Involved at a other students, no
discussions during presentation conversations and minimal level conversations or
to promote discussions. making the discussions were
conversations and presentation less generated from the
other relevant student centered. presentation.
discussions.
Total Score
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Appendix 3: EFR 220 Sample Class Test
EFR 220: INTRODUCTION TO EDUCATIONAL RESEARCH
CLASS TEST: 21 February 2007
TOTAL MARKS: 25
Instructions: Answer all questions using the spaces provided only.
a) What is the purpose of conducting research in Education? (3)
---------------------------------------------------------------------------------------------------
b) With relevant examples state and discuss two things that the researcher can do in order to
identify his/her research problem. (4)
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
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---------------------------------------------------------------------------------------------------
c) What is the difference between pure and applied research (2)
---------------------------------------------------------------------------------------------------
d) You want to carry out a study that will help you to describe and interpret the experiences of
participants to understand their perspectives. What research approach will you use for your
research?
--------------------------------------------------------------------------------------------(1)
e) What do you understand by the phrase Researchable problem? (2) Give an example of a
researchable problem and indicate why you think it is researchable. (5)
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
f) What do you understand by the term triangulation in research? How can this process help the
researcher when conducting a particular kind of study? (4)
-------------------------------------------------------------------------------------------------------
g) Write a research topic and highlight a dependent and independent variables. (4)
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-----------------------------------------------------------------------------------------------------------
Appendix 4: PowerPoint for EFR 220
Step by Step to Proposal Writing
S.KOLOI
EFR 220
Setlhomo Koloi Educational Foudations ERF 220 1
First Step
Identify a Research Topic
Indentifying a research topic can be a challenging but
interesting process in the research cycle
Challenging because it is an important part of the

systematic process and must be treaded with caution

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Have an idea of what you want to study

1. What are you interested in?
2. What is in the literature?

e.g. Peer Assessment
http://ahe.cqu.edu.au/
Doing this will help you shape your research topic area
and
avoid “ Dead topics”
Research Topic Ideas Cont.

3. Current social and political issues: what are the
current essential debates: (troubled economies,
Instabilities in the world)
4. Practical situations (DOE, Grants)
5. Replication of previous studies

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Focus your research topic

This process may sound easy when you think you know
what you want to study, but is it that easy?
It may be difficult to do an efficient research if the

topic is not well defined and Focused. (Deal stay
focused)
Focus Your Research Topic
Avoid the use of broad terms

E.g. Education
Consider various aspects of the topic you might want
to cover in your research.
e.g. Methodology issues
(population, Data, procedure)
Focus Your Research Topic Cont.

Which academic disciplines cover your topic? Which
academic departments would study the topic?
 Determining which disciplinary/subject area you want

to explore is a useful step in determining which
literature you will need to consult.

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Is Your Topic Researchable?

 Researchable problems imply the possibility of
empirical investigation
1. A survey on primary school teachers attitudes towards

the use of assessment methods.
2. An investigation on the effectiveness of crime

prevention methods employed by Block 8 Residents.
Non-Researchable
 Non-researchable problems include explanations of
how to do something, and they are just vague
propositions that do not imply empirical Research .
1. Should primary teachers use assessment methods

2. Can crime be prevented in Block 8.
Critic Research Topics

Class activity
1. Work in your groups to identify your research topic

and present it to class for critique.
2. Remember to include all elements of a researchable
topic.

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Write a research Proposal

A plan of how you are going to carry out your research
Components of a Research
Proposal
Introduction Chapter
Literature Review Chapter
Methodology Chapter
 Appendices that may include
Data collection instruments
Consent letters
Budget
Components of a introduction
chapter
1.1 Introduction
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Research questions/objectives/hypothesis
1.5 Significance of the study
1.6 Limitations of the study
1.7 Delimitations of the study

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Introduction
The introduction is the part of the paper that provides
readers with the background information for the
research reported in the paper.
 Its purpose is to establish a framework for the
research, so that readers can understand how it is
related to other research” (Wilkinson, 1991, p. 96).
Introduction cont.
The Introduction must:
Create reader interest in the topic,
Lay the broad foundation for the problem that leads to
the study,
Place the study within the larger context of the scholarly
literature, and
Reach out to a specific audience. (Creswell, 1994, p. 42)
Introduction cont. (Example)

An examination that is particularly meant to be used as a
tool for selection purposes especially promotion, is a very
sensitive tool that must be critically looked into. Civil
service examinations often receive unfavorable comments
from best qualified applicants on the grounds that they are
too academic, are not practical, do not relate to the job and
that some questions are ambiguous (Bean,1970). For a
number of decades, many civil service organizations
particularly the police have dealt with complex issues
concerning the equitable hiring and promotion
procedures. Many have strived to institute objective and
unbiased testing procedures that lead to the promotion of
highly qualified police officers. (Koloi, 2003)

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Introduction Cont.
With your introduction you have to ask your self this
question.
WHAT ARE THE CIRCUNSTANCES THAT LEAD ME

TO CARRY OUT THIS RESEARCH STUDY?
Statement of the problem

“A problem might be defined as the issue that exists in
the literature, theory, or practice that leads to a need
for the study” (Creswell, 1994, p. 50).
It is important in a proposal that the problem stand

out—that the reader can easily recognize it

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 THE STATEMENT OF THE PROBLEM ANSWER
THESE QUESTIONS.
 WHAT IS THE PROBLEM?

WHY DOES THIS RESEARCH NEED TO BE
CONDUCTED?
If a researcher is unable to answer these questions

clearly then the statement of the problem is not
well stated

(Example)
There should be information on any selection test that
serves as evidence to prove that decisions taken in selecting
officers for promotion are entirely based on the use of valid
selection procedures. There is however no such
information that accompanies the Botswana police
promotional examinations. In view of the above it is
apparent that the current Botswana Police promotional
examinations be accompanied by information that
establish their appropriateness as tools used for selecting
officers for promotion to the higher ranks. (Koloi, 2003)
Purpose Of the Study

Key points
Try to incorporate a sentence that begins with “The
purpose of this study is . . .”
This will clarify your own mind as to the purpose and it
will inform the reader directly and explicitly.
Identify the specific method of inquiry to be used.
Identify the unit of analysis in the study.

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Purpose Of the Study

Key points (Example)
The main purpose of this study will be to collect and
evaluate documentary evidence that will help in
establishing the validity of the proficiency
examinations as tools for selecting officers for
promotion to the higher ranks. (Koloi, 2003)
Questions /Objectives and/or Hypotheses

Hypotheses are relevant Research questions are
to theoretical research most often used in
and are typically used qualitative research,
only in quantitative although their use in
research, quantitative research, is
becoming more
prominent.
Questions /Objectives and/or Hypotheses

Cont.
hypothesis represents a A research question
declarative statement of poses a relationship
the relations between between two or more
two or more variables variables but phrases the
(Kerlinger, 1979; relationship as a
Krathwohl, 1988 question;

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Research Questions Cont.

Deciding whether to use questions or hypotheses
depends on factors such as the purpose of the study,
the nature of the design and methodology, and the
audience of the research.

It's important that your research proposal be
organized around a set of questions.
These questions will guide your research. When

selecting these guiding questions try to write them so
that they frame your research and put it into
perspective with other research.

Your research questions should clearly show the
relationship of your research to your field of study.
Don't make your questions too narrow. Your questions

must be broad.

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Example good/bad Research

questions
GOOD QUESTION BAD QUESTION
Do adult learners in a What are the
rural adult education characteristics of rural
setting have adult learners in an adult
characteristics that are education program? (too
similar to adult learners narrow)
in general ?

Research Questions must be derived from purpose of
the study.
PURPOSE: investigate officer’s attitudes towards the

current use of the examination as a tool for selecting
officers for promotion.

RQ: What are the officer’s attitudes towards the use of
proficiency examinations as tools for selecting officers
for promotion in the Botswana Police Service? (Koloi,
2003)

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Significance of the study

This can be a difficult section to write. Think about
implications—how results of the study may affect
scholarly research, theory, practice, educational
interventions, curricula, counseling, policy.
Indicate how your research will refine, revise, or

extend existing knowledge in the area under
investigation.
Significance of the study

When thinking about the significance of your study, ask
yourself the following questions.
 What will results mean to the theoretical framework that
framed the study?
 What suggestions for subsequent research arise from the

findings?
 What will the results mean to the practicing educator?
Significance of the study Cont.

 Will results infl uence programs, methods, and/or
interventions?
 Will results contribute to the solution of educational
problems?
 Will results infl uence educational policy decisions?
 What will be improved or changed as a result of the proposed
research?
 How will results of the study be implemented, and what
innovations will come about?

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Limitations of the study

A limitation identifies potential weaknesses of the
study. Think about your analysis, the nature of self-
report, your instruments, the sample. Think about
threats to internal validity that may have been
impossible to avoid or minimize—explain.
Delimitations of the study

A delimitation addresses how a study will be narrowed in
scope, that is, how it is bounded. This is the place to
explain the things that you are not doing and why you have
chosen not to do them.
The literature you will not review (and why not), the
population you are not studying (and why not), the
methodological procedures you will not use (and why you
will not use them). Limit your delimitations to the things
that a reader might reasonably expect you to
Literature Review
Introduction: Introduce the chapter and highlight the
issues you are going to cover.
Organize your literature around your research
questions
Summary of the research should indicate how the
literature has informed you in addressing your RQ

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literature review accomplishes

the following
It shares with the reader the results of other studies
that are closely related to the study being reported
(Fraenkel & Wallen, 1990).
It relates a study to the larger, ongoing dialogue in

the literature about a topic, filling in gaps and
extending prior studies (Marshall & Rossman,
1989).
literature review accomplishes

the following Cont.
 It provides a framework for establishing the importance of the
study, as well as a benchmark for comparing the results of a
study with other findings.
 It “frames” the problem earlier identified.

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Components of a Methodology
Chapter
3.1 Introduction
3.2 Research Design
3.4 Population of the Study
3.5 Sampling
3.6 Data Collection Instruments
3.7 Data Collection Procedures
3.8 Data Analysis Plan
3.1 Introduction
Here you just simply introduce the chapter to your
reader. e.g. in this chapter the researcher is going to…
discuss methodology by -----
The methods or procedures section is really the heart

of the research proposal. The activities should be
described with as much detail as possible, and the
continuity between them should be apparent”
(Wiersma, 1995, p. 409).
Research Design Cont.

Indicate the research approach you will take to address
the purpose of your study and answer every question
or to test every hypothesis illustrated in the
Questions/Hypotheses section.
 Give a justification as to why it is an appropriate
design.

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3.4 Population of the Study
Define in more detail your research participants.

Who are they, what are their characteristics, what
role do they play e.g:
The population in this study will consist of Police

officers with the rank of Sergeant. Sergeants of the
Botswana Police are officers who form part of the
section of police officers who have to sit for the
proficiency examination before they can be
selected for promotion. (Koloi, 2003)
3.5 Sampling
The key reason for being concerned with sampling is
that of validity—the extent to which the
interpretations of the results of the study follow from
the study itself and the extent to which results may be
generalized to other situations with other people
(Shavelson, 1988).

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Sampling Cont.
After defining the population indicate the sampling plan in
detail.
For establishing the procedures in place for setting and
marking proficiency examinations in the Botswana Police
Service, purposeful sampling also referred to as judgmental
sampling by Gay and Airasian (1996), where the researcher
uses his/her experience and prior knowledge to identify
criteria for selecting a sample, will be used for selecting
officers who will be interviewed about the procedures in
place for setting and marking the proficiency examinations
in the Botswana Police Service.
3.6 Data Collection Instruments
Outline the instruments you propose to use

(questionnaires, scales, interview guides,
observation grids).
If instruments have previously been used and you
want to adopt them acknowledge the source
identify
If instruments have not previously been used,
outline procedures you will follow to develop
them.
Data Collection Instruments Cont.
The researcher will develop a questionnaire with a five

point Likert-Type scale to measure officers’ perceptions
towards the use of proficiency examination as a tool for
selecting officers for promotion. The following point values
will be used in the scale. 1 = Strongly Agree, 2 = Agree, 3 =
Undecided, 4 = Disagree and 5= Strongly Disagree. The
questions that to be used in the questionnaire will mainly
focus on eliciting how officers perceive the use of
proficiency examination as tools for selecting officers for
promotion. (Koloi, 2003)

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Data Collection Instruments Cont.
Questions will be written in statements forms, and

will bare the following; whether officers agree that
examinations are the best tools for selecting
officers for promotion, whether passing the
examination is a proof that an officer has
supervisory qualities, whether the examination
help the service in selecting officers who had
attained sufficient skills and knowledge of police
work (Koloi, 2003).
(See Appendix 1).
3.7 Data Collection Procedures

Here the researcher has to indicate the procedures
to followed for collecting data:
How will you administer the instrument e.g
questionnaire are you going to;
 mail it,
ask the head of a school to administer it on your behalf,
ask the teacher to administer it for you,
3.7 Data Collection Procedures

Here the researcher has to indicate the procedures
to followed for collecting data:
How will you administer the instrument e.g
questionnaire are you going to;
 mail it,
ask the head of a school to administer it on your behalf,
ask the teacher to administer it for you,

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3.8 Data Analysis Plan

Research Questions Data Collection Population Data Analysis
Instruments
1.What are some of Descriptive

the methods used by  Questionnaire Teachers Statistics e.g.
teachers to punish frequency
students? distributions,
Mean etc
2. How do students Thick

perceive Interview Students descriptions
punishment? Guide
Anecdotes
APA REFERENCING STYLE

 REFERENCES:
 Bligh, D. (1995). Assessessing professional people by OSPRE. Retrieved January 23,

2002 from www HYPERLINK "http://www.donalbligh" http://www.donalbligh
Freeserve.co.ur/appol.html.
 Booth, W. L. (2000). Top ten complaints about assessment centers and how to overcome them.
Retrieved January 21, 2002 from www: HYPERLINK "http://www.boothresearch"
http://www.boothresearch group.com/pages/articles.htm.
 Gay, L. R., & Airasian, P. (1996). Educational research competencies for analysis
 and application.(6th .ed.) Ohio: Prentice Hall Inc.
 Gerald, P., & Gruber, M. A. (1997). Selecting the right person for the job: Questions
 and answers on standardized assessment. Retrieved January 14, 2002 from www
 HYPERLINK "http://www.ca/gruber/select.htm" http://www.ca/gruber/select.htm
 Grounland, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching.
 (6th .ed.) London: Macmillan Publishing Co.

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APA REFERENCING STYLE

 REFERENCES:
 Bligh, D. (1995). Assessessing professional people by OSPRE. Retrieved January 23,

2002 from www HYPERLINK "http://www.donalbligh" http://www.donalbligh
Freeserve.co.ur/appol.html.
 Booth, W. L. (2000). Top ten complaints about assessment centers and how to overcome them.
Retrieved January 21, 2002 from www: HYPERLINK "http://www.boothresearch"
http://www.boothresearch group.com/pages/articles.htm.
 Gay, L. R., & Airasian, P. (1996). Educational research competencies for analysis
 and application.(6th .ed.) Ohio: Prentice Hall Inc.
 Gerald, P., & Gruber, M. A. (1997). Selecting the right person for the job: Questions
 and answers on standardized assessment. Retrieved January 14, 2002 from www
 HYPERLINK "http://www.ca/gruber/select.htm" http://www.ca/gruber/select.htm
 Grounland, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching.
 (6th .ed.) London: Macmillan Publishing Co.
Consent letter
 Dear Participant,
RE: AN EVALUATION OF MENTORING PROCEDURES IN THE
 This serves to inform you that some of the University of Botswana

lecturers in the Department of Educational Foundations have shown
interest to conduct a study that will amongst others try to evaluate the
current mentoring procedures that are offered to new university
lecturers. The main purpose of the study therefore will be to find out
the extent at which current mentoring procedures in the university
impact on the university curriculum implementation and research
activities.

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Consent Letter
 Findings of this study will help in the improvement of the quality of instruction and
research in this University. Findings may also help in the development of proper
professional staff as well as help in the improvement of a good program in regard to
mentoring of new lectures in the university.
 As part of data collection, we would like to conduct an interview with you. Some of the
information that will be covered in the interview will be to find your views about the
mentoring exercise in the university, how you are mentored, whether you benefit from
the mentoring you are receiving and your general comments about mentoring in the
university.
Consent Letter
The interview will last for 40-60 minutes. We
would like to ask for permission to audio tape and
transcribe the interview for analysis.
Please be informed that the audio taped interviews

will useful for expanding interview notes that we
will record during the interview as well as help
capture most of the interview interactions.
Consent Letter
Such information will be kept confidential.
Should you have any questions or comments regarding

this study please contact Miss S. Koloi at Educational
Foundations.

31
Appendix 5
EFR 500 Course Outline
EFR 500: Measurement and Evaluation (Credits: 3)
Semester 1; 2004/2005
Course Instructor: S. Koloi Class Time: MWF (1-2p.m)
Office: Block 101, Room 008 Office Hours: MWF 10am – 12 noon
Phone: 355 – 5185 (Office)
Course Description
This course will cover the meaning of assessment, test, measurement and evaluation; matching
learning targets to assessment procedures such as observation, objective tests, essays,
performance based assessment and designing of marking rubrics for assessment modes, validity,
reliability and fairness of assessments, representation of scores in tables; derivation of normative
indices; and transformation across normative scales.
Aim
32
This course is designed to enable students comprehend the role of assessment in instructional
decision-making. The course introduces the participants to basic concepts in measurement and
evaluation, and the basic steps for the development of classroom assessments.
Course Objectives
At the end of the course the students who meet the course requirements will be able to:
1. Define the concepts of measurement, test, assessment and evaluation.

2. Construct a test blue print and use it to generate valid and reliable test.
3. Use the syllabus to write specific instructional objectives.
4. Generate a variety of items and assemble the items to produce a test with
corresponding marking key/ marking scheme.
5. Represent and interpret test scores presented in tables
6. Derive normative indices from scores
7. Transform scores across normative scales
COURSE CONTENT
MODULE 1 Measurement terminologies and concepts (week 1)
1.1 Assessment, measurement and evaluation

1.2 Types/forms/classification of evaluation
1.2 Types of tests and the place of testing/assessment in education
1.3 Basic assessment skills of a classroom teacher
MODULE 2 Planning and Constructing Classroom Test (weeks 2-4)
2.1 Planning for the construction of classroom Assessment Instrument

2.1.1 Specifying the purposes, aims and objectives of the assessment exercise;
2.1.2 Describing or delineating the content to be covered by the test;
2.1.3 Clarifying the lesson/instructional objectives or the behavior the achievement of which
one is trying to assess – the use of Bloom taxonomy;
2.1.4 Determining the type (including kind of tasks, item formats or layout, etc) and number of
assessment items/tasks to be developed.
2.1.5 Developing test blue-print or table of specifications to guide the item development.
MODULE 3 Construction of different types of test items, (week 5-7)
3.1 Objective type test items

3.2 Subjective type test items
MODULE 4 Items Analysis (week 8)
4.1 Item selection based on the results of item review and item/test analysis;
33
Module 5 Assembling, administering, scoring and interpretation of test results (weeks

9-10)
5.1 Developing or preparing test instructions;

5.2 Assembling items into a test;
5.3 Developing a grading, scoring/marking key or scheme.
5.4 Test administration
5.5 Test scoring and presentation of results
(a) frequency distribution
(b) measures of central tendency
(c) measures of variability
(d) measures of relative standing
(e) measures of association
(f) levels of measurement
Module 6 Concepts of Reliability and Validity
6.1 Concepts of reliability and validity as used in testing (week 11)
COURSE REQUIREMENTS
1.0 Class Attendance: Attendance in every class session is mandatory

Mode of Assessment
1. Continuous assessment shall consist of two tests; test one will cover materials from
module 1, module 2 and 6; while test two will cover the remaining three modules
[module 3 to 5]. Students are expected to take these tests during stipulated times as
failure to this will earn students zero marks for the missed test.
2. There are two main assignments;
(a) Students shall work in pairs to research and present some topics from the course
outline and present their findings in class (topics will be allocated in class).
(b) The last form of assessment shall be group delivered assignment. This will be
a school based project written by group members applying the skills learnt
throughout the course.
Each student is expected to participate fully in all these group activities.
NB: There will be no examination in this course as student will be expected to work on their
projects and hand them towards the end of the semester. The project will be a practical
application of what would have been learnt throughout the course.
Prescribed Text
Popham, W.J. (1995) Classroom Assessment: what teachers need to know. Allyn & Bacon
London.
34
As a result of their complexity modules 1 through 4 were lectured to students. Students

were then divided into groups of 2 to 4 and allocated some topics from module 5 and 6 to
research and present in class. Instead of lecturing to students like in other topics were
encouraged to search and generate their own information and present their findings in class. Part
of this teaching methods promoted collaboration and cooperative skills amongst students as they
worked together to prepare for their presentations. Students were also taught to use PowerPoint
and taught how to conduct successful presentations, during presentations students were expected
to involve other class members by asking questions and answering questions from the floor.
Students were given marking key for presentation before presentations so that they can have an
idea of how they will be graded (see Appendix 6).
Appendix 6
Marking Key for Class Presentations EFR 500.
20 15 10 5
Very good, Somehow lack clarity, Not to standard, Did not seem to have
clear, and concise did cover some other Presenters lacked some done any good research
Content Coverage content coverage. All important aspects of clarity, tried to be on the topic
relevant materials the topic. concise but overlooked
covered. a lot of salient parts of
their topic.
20 15 10 5
Well prepared for Somehow prepared for Quality of presentation Very poor
Quality of presentation, the presentation, tried not to good enough. presentation, it was
presentation very clear , interesting to be clear, on what Lacked some clarity. hard to follow what the
to listen to the was presented. presenters were talking
presentation. about.
20 15 10 5
Acknowledged all Remembered to Overlooked to Did not cite any
Acknowledging and sources cited using acknowledge some acknowledge most of references at all.
Reference correct APA sources. the sources that were Making it difficult for
referencing style. used in the other classmates to do
presentation. their own follow up
readings.
Use of PowerPoint 20 15 10 5
and other available Very good use of Somehow tried to use Used technologies Over used technologies
technologies technology. Ensured of technology, well to most of the time, this and this affected the
that the use of ensure that it does not impacted on the quality quality of what was
technology does not interfere with students of the presentation. being discussed.
inter with students learning.
learning.
20 15 10 5
Involved other Other students were Somehow involved Other students were Did not involve other
students in the actively involved other students in the Involved at a minimal students, no
discussions during presentation to conversations and level making the conversations or
promote conversations discussions. presentation less discussions were
and other relevant student centered. generated from the
discussions. presentation.
35
Total Score
Students were also asked to work in new groups based on their teaching subjects to
conduct a portfolio. In this portfolio students were asked to plan and construct a test applying
what they learned during class. That is they were expected to plan for the construction of
classroom assessment instrument, by specifying the purposes, aims and objectives of the
assessment exercise; to describe or delineate the content to be covered by the test, clarify the
lesson/instructional objectives or the behavior the achievement of which one is trying to assess –
the use of Bloom taxonomy, determine the type (including kind of tasks, item formats or layout,
etc) and number of assessment items/tasks to be developed, and to develop a test blue-print or
table of specifications to guide the item development. After constructing the tests students were
asked to indentify schools where they could administer such tests to students to learn more about
test administration procedures. Students were encouraged to identify schools of their choice but
were given consent letters that I signed to ask for permission from school heads and class
teachers to administer their tests. After administering the tests students were asked to grade
them and conduct some analysis to determine how students performed on the tests, and to
conduct item analysis to check the quality of their test items. Each students was asked to write a
report of the whole experience such as what they leaned, what they found difficult to apply from
what they learned, what they leaned from the process and what they intent to improve on as they
continue with their teaching career. They were also asked to share their experiences as they
worked with others, school teachers, and what and their teacher (me) and what they think could
be improved in the course. Each student was asked to write a personal evaluation to indicate
what they did good/bad and what they want to improve on.
Constructivists learning theory that advocate for collaboration and social negotiation
among learners, supports discovery learning, advocate for cooperative and collaborative activity
opportunities for hands-on activities amongst learners, encourages thoughtful reflection on
experience, and emphasizes knowledge construction over knowledge reproduction was employed
throughout this course by allowing students to generate their own information, work together and
36
present their findings and work together as their produced a group test planning, construction,
administration, grading and items analysis. This theory was more relevant as it promotes the use
of authentic forms of assessment such as course portfolio.

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Name of employer: University of Botswana

Period f teaching service: (August 2003-May 2008)

was to teach research and evaluation courses.

Courses that I taught include the following

Course Class level Credit Period taught

Appendix 1 EFR 220 Course Outline

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

EFR 220: Introduction to Educational Research (Credits: 2)

Course Instructor: S. Koloi Class Time: MWF (2-3p.m)

Phone: 355 – 5185 (Office)

COURSE AIMS AND OBJECTIVES:

Weeks one &two

2. Identification of Research Problems

3. Research questions, Variables and Hypotheses

Weeks seven &eight

6. Instrumentation and data collection

Weeks Ten - thirteen

8. Writing a Research Proposal step by step

 Components and prerequisites of a research proposal

RESEARCH PROJECT (Research Proposal)

3.American Psychological Association (APA) (2001). Publication Manual of the American

READING LIST IN THE UNIVERSITY LIBRARY:

3. Copies of course Material

Appendix 3: EFR 220 Sample Class Test

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

EFR 220: INTRODUCTION TO EDUCATIONAL RESEARCH

CLASS TEST: 21 February 2007

Instructions: Answer all questions using the spaces provided only.

a) What is the purpose of conducting research in Education? (3)

c) What is the difference between pure and applied research (2)

Appendix 4: PowerPoint for EFR 220

Step by Step to Proposal Writing

Setlhomo Koloi Educational Foudations ERF 220 1

Challenging because it is an important part of the

Setlhomo Koloi Educational Foudations ERF 220 2

Have an idea of what you want to study

2. What is in the literature?

Setlhomo Koloi Educational Foudations ERF 220 3

Research Topic Ideas Cont.

4. Practical situations (DOE, Grants)

5. Replication of previous studies

Setlhomo Koloi Educational Foudations ERF 220 4

Focus your research topic

It may be difficult to do an efficient research if the

Setlhomo Koloi Educational Foudations ERF 220 5

Focus Your Research Topic

Avoid the use of broad terms

Setlhomo Koloi Educational Foudations ERF 220 6

Focus Your Research Topic Cont.

 Determining which disciplinary/subject area you want

Setlhomo Koloi Educational Foudations ERF 220 7

Is Your Topic Researchable?

1. A survey on primary school teachers attitudes towards

2. An investigation on the effectiveness of crime

Setlhomo Koloi Educational Foudations ERF 220 8

1. Should primary teachers use assessment methods

Setlhomo Koloi Educational Foudations ERF 220 9

Critic Research Topics

1. Work in your groups to identify your research topic

Setlhomo Koloi Educational Foudations ERF 220 10

Write a research Proposal

Setlhomo Koloi Educational Foudations ERF 220 11