Enhancing the Use of Assessment for Learning: Addressing Challenges Facing South African Teachers

• In Event: Examining Assessment for Learning in the Schools

Abstract

This study was conducted to determine how primary school teachers understand assessment for learning (A4L), how A4L is practiced in classrooms, and whether national policies legitimate and provide guidance for this form of assessment in South African schools. Using a six-point A4L framework, data are taken from observations in schools across the poverty quintile categories, interviews with teachers on their understanding of assessment policies and practices, and questionnaire responses from a larger group of teachers. There is little evidence that teachers had a deep understanding of the concept A4L, that A4L was applied in their teaching, or that national policies gave clear guidance to teachers. Recommendations are made pertaining to revisions of policy and interventions to enhance teacher A4L practices.

Authors

• Anil Kanjee, Tshwane University of Technology

• Cedric Croft, Consultant