Assessment Literacy of Foundation Phase Teachers: An Exploratory Study

Autor/inn/en	Kanjee, Anil; Mthembu, Jane
Titel	Assessment Literacy of Foundation Phase Teachers: An Exploratory Study
Quelle	In: South African Journal of Childhood Education, 5 (2015) 1, S.142-168 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Grade 1; Grade 2; Grade 3; Elementary School Teachers; Literacy; Summative Evaluation; Formative Evaluation; Classroom Techniques; Evaluation Utilization; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Klassenführung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study explores foundation phase teachers' assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional development programmes to focus on enhancing teachers' assessment literacy. It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers' use of assessment to address the learning needs of all learners across schools in the different quintile categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01