The experiences of pre-service teachers in implementing formative assessment during teaching practice

• Published in: African Journal of Gender, Society & Development pp. 279 - 308
• Main Authors: Ntombenhle, Khumalo Primrose, Christian, Maphalala Mncedisi
• Format: Journal Article
• Language: English
• Published: London Adonis & Abbey Publishers Ltd 01.12.2018
• Subjects: Constructivism; Focus groups; Formative assessment; Homework; Instructional scaffolding; Learning; Newly qualified; Practice based education; Preservice training; Students; Teacher education; Teacher evaluations; Teachers; Teaching; South Africa
• ISSN: 2634-3614; 2634-3622
• DOI: 10.31920/2050-4284/2018/s1n1a15

Pre-service teacher education is the dominant method for preparing competent and confident beginner teachers. Teachers internationally are expected to be assessment literate and have the requisite knowledge and skills to assess and accurately report student achievement. The Minimum Requirement for Teacher Education Qualification (MRTEQ) in South Africa requires that newly qualified teachers must be able to use the results of assessment to improve teaching and learning, because assessment is an integral part of effective teaching and learning. In the process of formative assessment, teachers elicit evidence about student learning using a variety of methods and strategies, for example observation, questioning, dialogue, demonstration and written response. The main aim of this research was to establish the experiences of Post Graduate Certificate in Education (PGCE) pre-service teachers with the implementation of formative assessment during teaching practice. The study is underpinned by social constructivism which views knowledge as actively constructed by learners in response to interactions with environmental stimuli. A qualitative approach was adopted in this study and data were collected through focus group interviews. The findings subsequently revealed that PGCE pre-service teachers do indeed implement formative assessment strategies during practice teaching, namely, classwork, project, homework, scaffolding and feedback.