2014
DOI: 10.5901/mjss.2014.v5n7p468
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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

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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%
“…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%
“…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%
“…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%