Teachers’ perspectives on how formative assessment can enhance teaching and learning in iLembe District Primary Schools
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Date
2023
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University of Zululand
Abstract
The study sought to understand teachers’ perceptions of how formative assessment can enhance teaching and learning in Primary schools in the iLembe District in KwaZulu Natal. The objective was to explore the nature of formative assessment practices in the schools and to relate these to teaching and learning enhancement. The study followed a qualitative approach, adopting the phenomenological research design. A qualitative research approach includes focus groups and semi-structured interviews with a purposefully selected sample of teachers; the study sheds light on the different ways that formative assessment can act as a catalyst for improvements in education. Qualitative data were collected using thematic analysis. The results show that teachers view formative assessment as an essential tool for developing methods of instruction, encouraging learners’ involvement, and creating a positive learning environment, which is rather than just a means of assessing learners' progress. Teachers emphasised the significance of continuous, interactive feedback because it helps learners see their areas of strength and growth, leading to a more tailored and flexible learning environment. Additionally, the study highlights the challenges and constraints teachers encounter when applying formative assessment into practice, such as time constraints, big class sizes, identifying learning gaps, and lack of professional development opportunities.
The findings of this study revealed that teachers perceived the practice of using formative assessment to identify learning gaps as essential, mainly when used as a basis to close such gaps. The assessment was deemed capable of diagnosing weaknesses in both the subject contents and methods of teaching the subject (diagnostic teaching). The research concludes with a discussion of the implications of these findings for educational practice and policy in the iLembe District. It advocates for a more comprehensive approach to the technique to enable teachers to fully utilise formative assessment's potential to enhance teaching and learning. It emphasises the need for systemic support, including professional development and resources. This study adds to the growing discourse on improving educational quality and efficacy through accurate assessment techniques by illuminating the different perspectives of teachers. Further comparative studies across districts are needed to explore how formative assessment and their perceived effectiveness in enhancing teaching and learning vary across different districts or regions within South Africa or other countries. Also, a study on technology enhanced formative assessment is needed to examine the role of technology in supporting formative assessment practices. This could include studies on the use of educational software, Apps, and online platforms that facilitate immediate feedback and more engaging assessment methods.
Description
A Thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy of Curriculum Studies in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa [2023].