Year: 2020
Type: dissertation
Abstract: Despite the increasing importance of digitization in all facets of teaching and learning, \ndigital moderation (eModeration) has received little attention in research and practice. \nNo evidence-based requirements on the secondary school environment could be \nfound for the development of a digital moderation system. This finding provided the \nrationale for an investigation into the requirements for an efficient eModeration system \nfor IT and CAT assessments at grade 12 level in South Africa. A critical literature \nreview was employed to explore eModeration and the requirements for a digital \nmoderation system. This study is novel in exploring the applicability of post-adoption \ntechnology acceptance models to a pre-adoption system. The inquiry was guided by \nthe overarching research question of: What are the requirements for an efficient \neModeration system for IT and CAT SBA assessments at grade 12 level in SA? This \ndissertation concludes that there is currently no dedicated eModeration system in use \nin the secondary school environment. This study draws on the eModeration literature, \nthe technology adoption literature and empirical research in the private secondary \nschool environment of IT and CAT assessments at grade 12 level in South Africa to \nprovide an evidence-based contribution to the requirements for an efficient \neModeration system. The findings serve as a theoretical basis for future research into \neModeration systems and can make a practical contribution to future practices and \npolicies within schools and assessment bodies.
Author: Vanitha Rajamany
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3106623422