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

Ramollo, Jeanette; Kanjee, Anil

doi:10.4102/sajce.v13i1.1247

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…Despite the significant evidence in the literature that demonstrates feedback as a powerful intervention in AfL that supports learning and improves performance, Accounting continues to experience a decline in enrollment numbers and exhibits poor performance (Hendriks & Dunn, 2021;Mkhize et al, 2022). Ramollo and Kanjee (2023) attribute the poor performance and decline in numbers to teachers not having the necessary knowledge and skills to address the learning needs, as well as their inability to use data acquired in AfL tasks to identify learning gaps. Furthermore, challenges arise from teachercentred approaches and poorly designed and managed AfL environments, where surface-level feedback is provided instead of content-related feedback.…”

Section: Problem Statementmentioning

confidence: 99%

Evaluation of feedback as an assessment for learning strategy in accounting education

Motsoeneng,

Moreeng

2024

IJER

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Feedback is essential for the development and progress of learners in subjects like accounting. Teachers provide the necessary information about completed work and an opportunity for learners to improve. However, the literature indicates that teachers often struggle to provide effective feedback due to a lack of knowledge in feedback practices that facilitate learning. This study utilised critical pedagogy as a theoretical framework to create a meaningful, just, and conducive learning environment that can change and improve the educational conditions of accounting teachers. Furthermore, the study employed a qualitative research approach with Participatory Action Research (PAR) as the research design, allowing participants to take action to create a transformed teaching and learning environment that provides effective feedback. The study included five participants, selected using purposeful sampling, and data was generated from focus group meetings and workshops. Thematic analysis was employed to analyse the qualitative data. The findings indicated that accounting teachers used procedural and evaluative feedback methods to provide feedback, which was found to be ineffective, discouraging, and unclear to learners. However, as PAR was used as a research design, the subsequent findings after the workshop revealed that accounting teachers found descriptive feedback to be an effective method to improve learning. Learners found it to be specific and provide guidance and support.

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Section: Problem Statementmentioning

confidence: 99%

Evaluation of feedback as an assessment for learning strategy in accounting education

Motsoeneng,

Moreeng

2024

IJER

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“…Formative assessment includes both feedback from assessors and self-monitoring from both learners and teachers (Etsey & Gyamfi, 2017). According to Ramollo and Kanjee (2023), formative assessment is used essentially to provide feedback into the teaching and learning process.…”

Section: Forms Of Assessment Formative Assessmentmentioning

confidence: 99%

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

Kwadjo Kudjordji,

Narh-Kert,

Brains Budu

et al. 2023

EAJESS

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This study investigated whether socioeconomic variables influence teachers' practices in the School-Based Assessment (SBA) and their associated challenges. A quantitative research approach using the descriptive and cross-sectional design was employed and 273 teachers were sampled using the stratified random sampling in the Jasikan Municipality of the Oti Region of Ghana. Data was collected through a questionnaire and analyzed through the independent sample t-test and One-way ANOVA. The results showed no significant difference in SBA practices, roles and challenges among teachers based on gender, age, educational qualification, years of teaching experience and class level. Based on these findings, it is recommended that the Ghana Education Service should provide the necessary logistics, such as SBA record books to support teachers' implementation of the policy. Additionally, teachers should be motivated through incentives, promotions and praises to continue playing their key roles effectively as facilitators of the SBA.

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An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting

Motsoeneng,

Manzi,

Moreeng

2023

EHASS

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The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as critical thinking, problem-solving, self-management and self-competence. However, nearly a decade after its introduction, Google Classroom is still minimally used in South African schools. This empirical study, therefore, explored the use of Google Classroom to enhance AfL in Accounting. The study used a qualitative research approach and Participatory Action Research as a research design to explore the use of Google Classroom as an AfL technique by Accounting teachers. As with other qualitative studies, focus group discussions were used to generate data from four purposefully selected Accounting teachers. Data was analysed using thematic analysis. The findings revealed that Accounting teachers perceived Google Classroom to be an assessment technique which leads to effective teaching and learning because it provides a platform for learner active participation. Furthermore, the teachers displayed an interest in Google Classroom as a tool to facilitate meaningful teaching and learning, which enabled them to support and strengthen the learning of Accounting. It is recommended that teachers constantly use this platform as it allows learners to be assessed outside the boundaries of a physical classroom. Keywords: Accounting, Assessment for Learning, Educational Technology, Google Classroom, Teaching and Learning, Participatory Action Research.

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

Cited by 3 publications

References 38 publications

Evaluation of feedback as an assessment for learning strategy in accounting education

Evaluation of feedback as an assessment for learning strategy in accounting education

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting

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