Formative assessment practices of teachers in selected primary schools in Nkomazi in South Africa.
| dc.contributor.advisor | Maharajh, Lokesh Ramnath. | |
| dc.contributor.author | Nsingwane, Thobeka Faith. | |
| dc.date.accessioned | 2024-04-23T13:02:00Z | |
| dc.date.available | 2024-04-23T13:02:00Z | |
| dc.date.created | 2021 | |
| dc.date.issued | 2021 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | |
| dc.description.abstract | The study aims to explore the formative assessment practices of teachers in selected primary schools in Nkomazi in South Africa. The research sought to determine whether teachers practice formative assessment in selected schools in Nkomazi in South Africa. The study was qualitative. A purposive sample of five schools was selected from the Nkomazi West circuit in the Ehlanzeni District. Five teachers (one teacher from each school) were selected to be part of the study. The interpretive paradigm guided the study. The data of the study was generated through interviews and observation. The interviews were recorded and transcribed. The data was generated, analysed, and reported. The study findings indicate that the participants were not able to share their understandings about formative assessment. The participants lacked knowledge of formative assessment. Consequently, they did not plan to practice formative assessment. The participants also indicated that they never attended any training based on formative assessment. Through the study, the participants had elaborated on factors that inhibit them from implementing formative assessment: overcrowding in their classrooms and lack of resources. And other challenges were insufficient feedback to the learners due to excessive workload and learners’ absenteeism. The implication of the study is that schools and districts need to play their vital role in investing in a high-quality, sustained formative assessment professional to develop teachers. The Department of Education in Mpumalanga should train teachers on forms of assessment and types of assessment. They should also provide teachers with relevant resources at school. There is a need to reallocate resources to ensure that teachers have concentrated time and support to build their knowledge of implementing formative assessment in their daily lessons. Teachers need to play their role to be lifelong learners since the system changes through them empowering themselves. Higher education institutions should develop a module on assessment and implement the formative assessment. | |
| dc.identifier.doi | https://doi.org/10.29086/10413/22972 | |
| dc.identifier.uri | https://hdl.handle.net/10413/22972 | |
| dc.language.iso | en | |
| dc.subject.other | Formative assessment practices. | |
| dc.subject.other | Implementation of formative assessment. | |
| dc.subject.other | Primary school teachers. | |
| dc.title | Formative assessment practices of teachers in selected primary schools in Nkomazi in South Africa. | |
| dc.type | Thesis |