This study investigated the impact of 'assessment for learning' on learner performance in Life Science. Simple random sampling was used to select four schools from the King Cetshwayo District of KwaZulu Natal Province, South Africa, to participate in the study. A quasi-experimental, pretest-posttest comparison group design was used, involving four schools -two forming the 'treatment condition' while the other two served as the 'comparison group'. Altogether, 160 grade eleven learners participated in the study. Two teachers were trained to use assessment for learning (AfL) as an instructional approach, while the two teachers of the comparison group used their usual instructional approaches. Data were analysed using SPSS (V23) and the statistical technique used was the 2-factor ANOVA with repeated measures. The result revealed that learners following an AfL instructional approach performed statistically higher that those following normal classroom instruction. This result is discussed, and recommendations made in respect of both classroom practice and further research. The findings of this study had implications for policy, further research as well as instructional and assessment approaches to be used in the teaching of Life Science in the South African education system.

The recent outbreak of Coronavirus (COVID-19) pandemic has led to the total lockdown of major cities globally which resulted in the early closure of schools in the cities affected, Nigeria inclusive. It is hypothesized that COVID-19 may have a negative outcome on the performance of senior secondary school students in class 3 (SS3) who are yet to write their 2020 external examination (West Africa Senior Secondary Certificate Examination as well as National Examination Council) especially in the science subjects namely Biology, Physics and Chemistry. This study collected data from three teachers who are science experts and head of their respective departments in three government secondary schools in Ado-Ekiti local government area of Ekiti State, Nigeria. A semi-structured interview was used to collect data from the teachers through phone calls and WhatsApp chats. This qualitative study employed a case study research approach. Findings from this study revealed that there is the possibility of a further drop in the pass rate (%) of senior secondary school students' in this year's external examinations if this pandemic is not contained soon knowing fully well that the school academic calendar has already been disrupted due to early closure of schools in Nigeria. As part of COVID-19 relief package, recommendations are made to the Federal government of Nigeria and policymakers to distribute iPads and electronic tablets preloaded with e-textbooks in these subject areas to SS3 students and their teachers to facilitate online learning as this will enhance their performance in Science subjects in this year's national examination.

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