Teachers’ continuous assessment practices in English first additional language: a case of grade 12 teachers in Johannesburg West District 12 of Gauteng
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Date
2024
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University of Zululand
Abstract
This study explored teachers’ continuous assessment practices in English First Additional Language, which was a case study of Grade 12 teachers in Johannesburg West District 12 of Gauteng. The study explored how the EFAL Departmental Head (DH) and EFAL teachers, with their Grade 12 learners, implemented assessment practices in the EFAL in the FET-phase school. The study adopted a qualitative research approach and Vygotsky’s socio-cultural theory, particularly the zone of proximal development. Data were obtained through a semi-structured questionnaire administered to learners of EFAL at Grade 12. Data were also obtained from the EFAL HoD through an interview. Content analysis was used to analyse data. This analysis followed the transcription of interview data which informed the themes and sub-themes that emerged from data. Data obtained from questionnaires were analysed according to the thematic content entailed in the qualitative responses. Findings revealed that teachers employed various strategies for continuous assessment such as formal and informal assessments. Nevertheless, there were a number of challenges including some learners’ inability to read and write, too much workload for the teachers and overcrowded classrooms. The study recommends different strategies to be employed in order to assist struggling learners with reading and writing. The Department of Basic Education needs to address the problem of overcrowding and too much workload as these would continue to contribute to the learners who are left behind.
Description
Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa [2024].