2.5 Teaching of mathematics in Grade R class
2.5.6 Assessment
Sadler (1989) explains that assessment refers to any appraisal or judgement of learners’ work or performance. Davin and Van Staden (2005, p. 225) explain that assessment as “a
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systematic process of gathering information to make decisions about the learner and the information [gained] is based on daily activities done by the learner”. Varol and Farran (2006) indicate that assessment is very important in the teaching and learning of mathematics in Grade R because it informs instruction. Teachers should therefore engage in assessing learners continuously and adapt instruction accordingly. This will enable teachers to provide useful feedback to learners and parents. National Council of Teachers of Mathematics [NCTM] (2003) states that learners need to be assessed so that teachers understand what learners can do or cannot do.
NCTM (2003) states that effective assessment should be practised by all teachers because it forms part of the instruction; as a result feedback has to be provided to learners because it gives them opportunities to illustrate what they know and can do. Teachers should also ensure that their assessment promotes equity by ensuring that their assessment caters for learners’ differences and unique abilities. NCTM (2003) also insists that assessment criteria must be publicised so that every stakeholder involved knows the procedures used or followed to assess learners’ mastery – or not – of mathematical concepts. Teachers also need to understand that assessment must promote valid conclusions about how learners learn mathematics. Teachers should also ensure that their assessment is coherent, meaning that it should match the purposes for which it is being done and also that it aligns well with both the curriculum and instruction.
Gober (2002) emphasises that teachers must understand that evaluation records of all learners must be kept and the evaluation should focus on the growth and development in all aspects of development. Gober (2002, p. 3) points out that the different assessment methods should be employed. These are: standardised tests, rating scales, check sheets, numerical grades, letter grades, portfolios, and observations. However, Gober (2002) also points out that currently assessment methods are being used which are termed by teachers as authentic assessment, meaning “the process of documenting and evaluating growth and development over time, using real-life situations” (Gober, 2002, p. 3). This assessment has an advantage such as showing things that learners can do, know and understand. It also creates an accurate picture of who the learner is. Gober (2002) asserts that it is vital to evaluate the learner holistically because all areas of development are dependent on each other. Gober (2002) proposes that learners can be assessed using six methods, namely: development of checklists; parent interviews; self- portraits; scribbling; drawing and writing samples; audio (or video) tapes;
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and anecdotal records. Gober (2002) points out that not all methods can be used at the same time but that teachers should decide on one method that best suits their class.
Wortham (2012) explains one form of assessment which learners must undergo, namely diagnostic assessment. This form of assessment focuses on investigating learners’ ability in terms of a specific objective, such as if the teacher wants to find out if learners have mastered colouring skills. If some learners still need assistance, they will be assigned more colouring activities. This form of assessment is continuous throughout the year. Wortham (2012) asserts that formative assessment is another form of assessment which is conducted throughout the year. This form of assessment is used to determine learners’ progress regarding the objectives set to be achieved. It can be conducted every quarter or semester depending on the individual school. Wortham (2012) also indicates another form of assessment called summative assessment. This is done at the end of the year and its purpose is to grade learners.
Wortham (2012, p. 113) further asserts that classroom assessment is important and it has two main purposes. First, it encourages learners to “produce knowledge, rather than to reproduce knowledge”. Second, it measures and monitors long-term development which takes its time to occur and short-term learning which is assessed normally without bearing in mind or relating it with learners’ development. Observation allows the teacher to know the learner as a unique individual.
2.5.6.1 Formative assessment
Formative assessment is one type of assessment which is concerned about ways to use judgements and appraisal on learners’ responses, work or performances to shape and improve their competences (Sadler, 1989). For instance, Boston (2002) expresses that in order for teachers to conduct formative assessment, they need to employ strategies like observation;
classroom discussion; analysis of learners’ work done during the teaching process; learners’
homework; and their tests. Boston (2002) insists that feedback from learners’ assessment should be used to adapt teaching and learning strategies in order to meet learners’ needs.
Boston (2002) further asserts that it is important that teachers know whether learners are progressing so that they are quick to note if they are encountering problems. If so, teachers
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should use feedback to “beef up” their instruction, either by re-teaching, trying other teaching methods, or by engaging learners to practise the skill. Boston (2002) argues that teachers should also use questioning and discussion as techniques to increase learners’ knowledge and to improve their understanding. However, they should ask thoughtful, reflective questions and give learners time to think before they are required to respond to the question.
2.6 Barriers to Effective Teaching of Mathematics