Teachers’ Use of Formative Assessment for the Teaching of Reading Comprehension in Grade 3

Mkhwanazi, Hellen Ntombifuthi; Joubert, Ina; Phatudi, Nkidi Caroline; Fraser, Wiliam J

doi:10.5901/mjss.2014.v5n7p468

Cited by 5 publications

(4 citation statements)

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“…There are different modes to provide feedback, and they include oral and written feedback (Brookhart 2008;Keeley & Tobey 2011;Wiliam 2011). Various authors report that written feedback comprises scores, grades, written comments and grades (Black & Wiliam 1998;Brookhart 2011;Charteris & Smardon 2015;Wiliam 2011), while Mkhwanazi (2014) discovered that teachers lacked basic feedback knowledge. Teachers in her study utilised ticks and stickers for correct work and crosses for incorrect work, as well as markings and simple evaluative comments like 'good', 'very good' and 'you are a star'.…”

Section: 'How To Get There?'mentioning

confidence: 99%

Supporting teachers to develop formative assessment knowledge and skills in no-fee schools

Ramollo

Kanjee

2023

South African Journal of Childhood Education

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Background: Formative assessment has been reported to improve learners’ learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers’ knowledge and understanding in no-fee public schools located in a low socio-economic context.Aim: This article investigates the impact of the Assessment for Learning Capacity Development Programme (AfL CDP) on teachers’ formative assessment knowledge and understanding pertaining to the five formative assessment strategies: learning intentions and success criteria, questioning, feedback, peer and self-assessment.Setting: This study was conducted as part of the Assessment for Learning (AfL) in Africa project in one Gauteng district involving 20 Grade 3 teachers from six no-fee public schools.Methods: Teachers in this study participated in the AfL CDP, implemented using the reflect, mediate, acquire and adapt, plan, prepare, present, support (ReMAPS) intervention framework. Baseline and endline data were collected using the formative assessment reflection exercises (FARE) before and after the AfL CDP, while t-tests were used to determine differences in performance.Results: The results revealed significant improvements in teacher formative assessment knowledge and understanding across all five strategies.Conclusion: The ReMAPS intervention framework, applied in the AfL CDP, proved successful in supporting teachers to improve their formative assessment knowledge and understanding, even when implemented in challenging contexts, and provides a viable, practical model for implementing AfL pedagogical strategy by the Department of Education.Contribution: This study adds to the body of knowledge by providing research-based findings about how an AfL capacity development programme implemented in a challenging context in South Africa, benefited teachers’ pedagogical knowledge and understanding.

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Section: 'How To Get There?'mentioning

confidence: 99%

Supporting teachers to develop formative assessment knowledge and skills in no-fee schools

Ramollo

Kanjee

2023

South African Journal of Childhood Education

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“…However, in the South African context, teachers appear to have limited knowledge and experience in using assessment effectively for improving learning and teaching [21][22][23][24][25][26]. Notwithstanding several initiatives in South Africa to: (i) improve the national curriculum, (ii) support teachers improve their content knowledge and classroom practice, and (iii) develop relevant resources for learners and teachers, there has been limited focus on improving teachers' assessment practices [27][28][29].…”

Section: Teachers and Pedagogy: Assessment For Learning (Afl)mentioning

confidence: 99%

Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa

2021

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As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teachers need additional training to give expression to the ideals of SDG 4. In order for this to be adequately addressed, all interested stakeholders—government, business, and NGOs—need to be involved.

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“…Strategic teacher questioning through formative assessments scaffolds learners as they move from thin or passive understandings; to a deeper conceptual change (Clark, 2015). Despite professional development and training, teachers' questions lack quality and rigor, as they are frequently low-level and quickly asked recall questions (Brookhart, 2017;Mikhwanazi et al, 2014). These types of questions lessen student engagement.…”

Section: Task Motivationmentioning

confidence: 99%

How Formative Assessments Drive Instructional Decision Making in the Classroom

Perro¹,

Harris²,

Aguilar³

2020

JESP

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The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. Data collection included face-to-face interviews with 10 general education Grade 3-5 teachers in two different schools; a 2-week document analysis of homework assigned in language arts and mathematics; and a focus group of participants. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets-essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher self-efficacy and collaboration through a professional development paired with a professional learning community.

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Teachers’ Use of Formative Assessment for the Teaching of Reading Comprehension in Grade 3

Abstract: The low reading performance levels of Grade Engeström's activity system model (1987) and the formative assessment process (Harlen, 2000;Ruiz-Primo, 2011;Birenbaum, Kimron, Shilton & Shahaf-Barzilay, 2009

Cited by 5 publications

References 16 publications

Supporting teachers to develop formative assessment knowledge and skills in no-fee schools

Supporting teachers to develop formative assessment knowledge and skills in no-fee schools

Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa

How Formative Assessments Drive Instructional Decision Making in the Classroom

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