Insights into Grade 2 teachers’ enactment of formative assessment in mathematics in selected priority schools in Gauteng

Abstract

This article reports on Grade 2 teachers’ perceptions of formative assessment in explaining the phenomenon of the underutilisation of formative assessment practices in mathematics teaching. A qualitative and interpretative case study investigated two Grade 2 teachers’ enactment of formative assessment in priority schools in Gauteng. Data were collected through semi-structured interviews and observations of lessons. The basic principles of qualitative content analysis were applied during data analysis and guided by the formative assessment theoretical framework proposed by Black and Wiliam (2009). The study revealed that teachers’ enactment of formative assessment was limited by their vague understanding of formative assessment and the tensions between formative assessment and curriculum compliance. The study’s central claim is that teachers may know about formative assessment, but if they do not understand how children learn and engage in mathematics learning, then they are unlikely to enact it correctly. While teachers who attended the in-service training programme were able to use some of the strategies as singular tools, they were still unable to implement the combined strategies that constitute the formative assessment pedagogy. Hence, the formative assessment practices of teachers bore limited possible returns on investment to improve learning outcomes in mathematics. The unique contribution of this study is its potential to inform teacher development, policy and practice as it yielded important insights while reinforcing and amplifying existing knowledge.

The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement

“…The most significant characteristic of the practice of formative assessment is that it improves student achievement by learning priorities. So this makes students aware of the benefits of formative assessment practices (Govender, 2020). In developing students' understanding and knowledge, the application of formative assessment with active feedback is a valuable strategy to apply, because formative assessment with active feedback can enable students to focus on the learning objectives to be achieved (Enu, 2021).…”

Examining What Influences Mathematics Teachers' Implementation of Formative Assessment

“…Even teachers believe that the process of implementing formative assessments is complicated, making it difficult for them to implement a real assessment (Ahmedi, 2019). However, the greatest constraint that teachers face is that the enormous number of students, cramped classroom conditions, and diversity of pupil understanding levels make it difficult for teachers to do their job (Govender, 2020& Ahmedi, 2019.…”

“…This is a big problem if the teacher does not have a good plan for how the assessment will be able to show what the student has learned. Even teachers are not proficient in the use of assessment forms, and implementation guidance and the effectiveness of information obtained in assisting students will not apply to Govender's assessments (2019 and2020). Teachers also need assessment implementation skills (Cunningham, 2021) to convince students that the planned activities are meant to improve their learning process over time.…”

“…Tanudjaya and Doorman say this is a problem because it makes it hard for teachers to do their jobs well. As a result, educators must use their knowledge and experience when planning instructional activities (Govender, 2020) that are truly effective and impactful in ensuring students' understanding of learning is fully realized.…”

Impact of formative assessment on autonomous learning in times of covid-19

“…Por ello uno de los objetivos de la evaluación formativa es retroalimentar (RUMANOVA et al, 2020). Popham (2018) y Govender (2020) aseguran que la evaluación formativa es un instrumento que origina transformaciones significativas en la enseñanza, ayuda a los docentes y estudiantes, ya que posibilita regular el aprendizaje y optimar su efectividad. Hay cinco elementos claves o dimensiones que abarcan una evaluación formativa: intenciones de aprendizaje y los criterios para el éxito; discusiones en el aula; proporcionar comentarios que hagan avanzar a los alumnos; instrucción entre pares; y autoevaluación (BLACK y WILLIAM, 2009).…”