This study explored the way in which teachers use formative assessment in an “underperforming” school. Specifically, the study was designed to examine which of the types of feedback that teachers provide in formative tasks best improves engagement for learning in the school chosen for investigation, since the lack of effective feedback for learning was identified as a possible reason for the poor performance of the grade 7 learners in the National Assessment and Common Examinations. Written feedback in Mathematics and English was evaluated by analysing comments and rated them according to criteria in a rubric which had been designed for the purpose. Three books from each of three classes (9 books), one from a strong, average and weak learner, were examined over a period of three months. Verbal feedback, as being indicative of feedback given on a day-to-day basis, given during grade 7 Mathematics and grade 7 English classes, was analysed by rating criteria which would indicate an ideal learning environment on a four point Likert scale, after classroom observation. I found that learners were not adequately engaged into tasks or required to use critical thinking which would promote deep learning. The teachers of these classes were taught to use an interactive classroom response system (CRS), and classes were observed again to investigate whether use of the technology had created opportunities for meaningful engagement to enhance learning. The mathematics class was observed prior to an intervention in which a university lecturer, who had used the system extensively, explained how the system should be used pedagogically to promote critical engagement, and an English class was observed post-intervention. It was found in English classes observed (post-intervention) that learners were far more engaged and encouraged to think critically because they were given a chance to justify their answers or reasoning.. This was in contrast to the mathematics classes observed (before intervention), where the technology had increased engagement but had not increased critical thinking because learners were not given an opportunity to justify their answers. Learners were interviewed to establish their opinions about the different types of feedback received in their learning environment. In this respect, their responses were evaluated in the context of how they felt the feedback received encouraged them and promoted engagement. Thereafter the different modes of feedback were compared and evaluated to explore which could best improve engagement for learning. Teachers were also interviewed to ascertain their opinions on teaching, learning and assessment, both in general and in this school environment, and the factors influencing the time taken for teachers to provide written feedback to their learners, as well as the factors influencing the level of feedback that teachers provide in formative assessment tasks was probed. The study led to the conclusion that in this school, the conception of the value of
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feedback has had to be reconsidered by both learners and teachers so that both parties recognise that it is not whether a response is correct or not that carries the most value, but rather the ability to provide a justifiable or defendable response which encourages deep learning. Therefore, this study established that feedback through any medium can enhance learning if it encourages learners to reason or to think more carefully about concepts and ideas. The interactive classroom technology has changed perceptions of learning in some of the classrooms in the school examined as it enables learning to takes place in a manner that incorporates formative assessment, effective feedback, and promotes social constructivism.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/12253 |
| Date | 08 January 2013 |
| Creators | Nyembe, Stanley Khumbulani |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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