Concept 7: Assessment How is your supervision assessed/
2.5.8. Assessment
2.5.8.1. Assessment for learning (formative assessment)
Formative assessment, according to Ojugo, Ugboh, Onochie, Eboka, Yerokum and Iyawa (2013), refers to a process of providing feedback to learners with the aim of improving learning, and also as a range of formal and informal assessment procedures used by educators to modify the learning process so as to improve learner attainment. Formative assessment is about knowing and being able to use various strategies to identify and develop learners‘ skills and ideas. Formative assessment is essentially regarded as feedback to the educator and learners about their understanding and to assist the educator to plan for future activities. It is also about being able to recognise the point reached by learners in the learning process.
Because it occurs throughout the learning process, Earl and Katz (2006) correctly point out that assessment for learning is used by educators to investigative and find out as much as they can about what their learners know and are able to do, and what misunderstandings, ideas, or challenges they might be having in their learning journey. Assessment, according to Earl and Katz (2006, p. 29), ―provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources‖. Through formative assessment, it is argued, positive achievement of learners are recognised and discussed and the appropriate next step planned.
Ojugo et al. (2013) conducted a study which investigated the interaction effects of formative assessment/ testing and attitudinal types as they affect student‘s achievement in Mathematics.
Purposive sampling was used to select 120 students as participants, using a quasi- experimental design. All the participants in the experimental group were taught ‗graphical solution of quadratic equation‘ over a period of five weeks. The findings revealed that all the experimental groups exposed to formative testing relatively performed better than the no- formative testing formative group. The study concluded that formative testing is an important evaluation technique that adds quality to the national education if it meets its requirement of being functional, usable and effective. This is consistent with Harlen and James‘s (2005) assertion that formative assessment serves the purpose of knowing about pupils existing ideas and skills, and recognising the point reached in learning and development. This will guide the educator as to which steps to take to improve further leaning. In a periodical issue of Equals:
Mathematics and Special Educational Needs, with the topic Formative Assessments in Mathematics; William (1999) indicates that they published a review of about 250 studies with Paul Black. The review was carried out in a period of over 10 years focusing on the effectiveness of formative assessment in raising standards achievement. The findings
57
concluded that when formative assessment is used effectively in classrooms, it significantly increased students‘ learning enough to raise levels of performance in Mathematics. The review also discovered that formative assessments is also beneficial for low achieving learners and seems to be the most promising way to reduce the unacceptable wide variation in attainment in Mathematics (William, 1999).
Panayiotis and James (2013) conducted an interpretive qualitative case study with the aim of exploring formative assessments as implemented in primary classrooms in Cyprus and develop a framework for analysing and understanding formative assessment processes. Data was collected through classroom observations, semi-structured interviews, and document analysis. Thereafter data was analysed through a comparative method reached by 5 processes of formative assessment. These are: communication of expectancies and success criteria;
elicitation and collection of information; elicitation and collection of information;
interpretation of information; proving feedback and taking action/regulation of learning. Four educators with varying teaching experiences of between 8 and 18 years were sampled. The findings indicated that educators were positive about their use of formative assessment but were unclear of what constituted formative assessment and their role in it. However, they were unable to describe what they do in their classroom which counts as formative and summative assessment. They acknowledged that it is an important element that can be used to promote effective teaching and learning. It has also been noted that educators have difficulties in implementing formative assessments effectively because the studies assume that educators‘ formative assessments do not represent a well-defined set of assessment practices. Another finding indicated that assessment was highly educator centred. Educators used a variety of practices to collect information on student attainment. Some formative assessments were more common than others.
The study recommended that educators should be provided with training and support to enable them to use assessment in a genuinely formative way. Harlen and James (2005) hypothesise that the educators‘ critical role in assessment for learning is to monitor the quality of what they taught, what the learners have learned during teaching, and to develop a number of strategies that will enable them to close the gaps between actual implementation and the objectives they are aiming for. In agreement, Ramapersad as cited in Harlen and James (2005) states that the importance of formative assessment is to provide feedback both to the educators and learners understanding of what has been taught in order to determine the
58
way forward. Furthermore, Harlen and James (2005) also agree that formative assessment, in its nature, is part of teaching as learning with understanding depends upon it. It is conducted by the educators and is always concerned with where, in terms of content and skills, learners are in their learning.
In Ojuko et al.’s (2013) study, they cited Nicol and McFarlane-Dick who noted seven principles of formative assessment. Firstly, it clarifies what good performance is with set goals, goals and set standards. Secondly, it facilitates the development of self-assessment in learning. Then, it provides high quality information to students about their learning. It also encourages educators and peer dialogue around learning. Again, it provides opportunities to close the gap between the current and desired performance and lastly, it provides information that can aid educators to shape their teaching and learning. Based on the studies above, it may be argued that assessment of learning is an integral part in Mathematics curriculum implantation, as a teaching and learning strategy, and also as a means of giving educators an opportunity to reflect on their teaching and modify or improve their practice. This may be more so possible because it is conducted continuously as part of the leaning process.
Grade 3 Mathematics CAPS is consistent with the body of literature presented above with regard to the use, the importance, and the role of the educator in using formative assessment.
In CAPS it is regarded as assessment for learning or informal or daily assessment.
―It is a daily monitoring of learners‘ progress. This is done through observations, discussions, practical demonstrations, informal classroom interactions, etc. It should not be seen as separate from learning activities taking place in the classroom.
Informal assessment enables the educator to monitor learner‗s progress and to make daily instructional decisions. Informal assessment is used to provide feedback to the learners and to inform planning for teaching‖ (DBE, 2011a, p. 525).
Based on this, it may be concluded that even CAPS Mathematics for Grade 3, regarding formative assessment is relevant and consistent with other bodies of knowledge. It is also practical because educators will be able to use it to inform their teaching, and lastly it is sustainable as it has been used successfully in other countries for many years and there is evidence that if used correctly it may also be sustainable in South Africa. However, assessment of learning cannot be regarded as the end point in assessment because there is a need for assessment of learning which is also called summative assessment.
59