Browsing by Author "Mngomezulu, Halalisani"

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    Teachers’ perspectives on embedding formative assessment in grade 10 physical sciences at Inkosi Sambane Circuit schools
    (University of Zululand, 2020) Mngomezulu, Halalisani
    Formative assessment is intended to enhance teaching and learning. Given the importance of formative assessment in classroom practice, this study aimed to explore Grade 10 Physical Science teachers’ perspectives on embedding formative assessment in a Physical Science classroom in Inkosi Sambane Circuit Schools, with the view to promote the inclusion of best assessment practices within a science context. This study was able to explore Grade 10 Physical Science teachers’ perspectives of embedding formative assessment in their classroom practice, ascertain how they were able to accomplish this, determine their challenges that Grade 10 Physical Science teachers’ encounter during embedding formative assessment in their classroom practice and to identify the classroom support and guidance that is available to Grade 10 Physical Science teachers in embedding formative assessment in their classroom. The study adopted a qualitative research methodology. Purposive sampling was employed to select twelve Grade 10 Physical Sciences teachers from the twelve high schools in the circuit. Semi-structured focus group interviews and non-participant’s classroom observations were used to collect data from the participants. Thematic analysis was used to analyse qualitative data that was collected through semi-structured focus group interviews and non-participant classroom observations. The study revealed that the majority of Grade 10 Physical Sciences lack the conceptual understanding of formative assessment as a result some of them struggle to integrate it into their classroom practice. Furthermore, findings on the nature of embedding formative assessment revealed that although participants attempted to use various strategies they are faced with numerous challenges as science teachers hindering effective implementation of the process. In addition, findings indicated that although participants made use of questioning during their science lessons, the majority of the questions elicited lower-order thinking instead of advancing science learners towards higher levels of understanding. Based on the research findings mentioned above, this study recommends that adequate in-service professional development training for science teachers on the implementation and pedagogical content knowledge of formative assessment should be done often so that teachers can support learning and learner achievement. This study also recommends that science teachers should be involved in the design and development of the science curriculum; thus their involvement would improve their instructional practice. Availability and accessibility of relevant learner teacher support material may also support and enhance formative assessment in a science classroom especially in under-resourced schools.