The DBE (2011) describes assessment as the method that is used to collect, analyse and interpret data regarding the learner performance. [It] can also be for learning to enhance learners’ learning progress or to evaluate the progress of learning. Either way, assessment plays a significant role in teaching and learning. It can be used by teachers as a yardstick to awaken them if intervention has become necessary. Therefore, accurate records should be kept safely to validate the progress made by both teachers and learners during the teaching and learning processes.
Teachers are mandated by policy as provided for in the various CAPS documents to keep efficient record of marks as evidence of learners’ progress (DBE, 2011). Again, regular feedback should be given to learners that are directed to intrinsic motivation. According to Bruner (1966), success and failure should not be experienced by learners as a reward and information, but as information.
Therefore, mark sheets are used by teachers to compile schedules and schedules are used to formulate progress reports per term for each learner. I analysed three teachers’ records of reading and writing for the first term in 2018. These assessment records revealed that in every one of the three classes five or more learners had not yet achieved reading and writing skills at an expected level. Recording was according to the national rating codes and their descriptions as prescribed in (DBE, 2011). Rating codes comprise of seven-point scale with achievement descriptions, where 7 indicates outstanding achievement and 1 indicates skill not achieved.
79 Table 4.1 shows the percentage of learners who were reading below the expected level. Only the learners in the classes that were observed were included in this survey.
Table 4.1: Frequency of learners reading below standards
Grade No. of learners Learners reading below level 2 % Per class
Grade 1 65 8 12.3%
Grade 2 60 5 8.3%
Grade 3 58 5 8.6%
TOTAL 183 18 9.83%
The number of learners who were struggling in Grade 1 appeared to be the highest at 12.3%. This might be due to the fact that these learners were still new in the formal teaching and learning environment and they might still have been adapting to this unfamiliar world. It was envisaged that the second term results would show an improvement because the learners might feel more at home in the environment and with their teacher.
The teachers were asked what type of assessment records they kept and how the records were stored.
All six the teachers agreed that the safekeeping of records of assessments was important as such records are evidence of teaching and learning and they should be presented to relevant stakeholders (officials and parents) should the need arise.
Teacher Zevile said:
“Records of informal assessment are kept in the assessment files. This will help the teacher to figure out whether progress has been made by the learners. Evidence of formal assessment tasks should also be kept so that teachers can use it as evidence of learners’ progress.”
Teacher Andile said:
“Teaching is incomplete without assessment. All formal assessment tasks as prescribed by the policy document should be recorded and records should be kept in the assessment file. Informal assessment and classroom observations should also be recorded, and these records should be
80 kept in the same file, but under informal assessment. These assessments are useful when the teacher must decide whether the child can progress to the next grade even if the child has missed the final exams. Records will give you an idea of whether the child is ready to progress or not.
Records that are kept in the assessment file should be kept safely because the HOD might need them as evidence of the work that has been completed.
Assessment helps to track learners’ progress. If you see the graph going down, you get worried and you start coming up with ideas on how to assist the learner. If the graph is going up, you know that as a teacher the objectives of the lessons were achieved.”
Teacher Ayah added:
“Ehh, as for me, I keep all the records even if it is not needed by the office. I bought myself a file from Pep. This file is used to record all the learner information that I observe − from behaviour to absenteeism and sicknesses. Even when the learners have received immunization I record it and keep record in this file. Correspondences from the school − date sent and date returned − is also recorded. This assists me in figuring out how seriously parents view their child's work.
Records of informal and formal assessments are kept in the assessment file. This helps to inform the teacher of the progress of each learner and the teacher can quickly intervene when and if it is necessary. The assessment programme, record sheets and lesson plans are kept in the file so that the teacher is able to track her planning and intervene when required.”
The above comments were supported by teacher Ayah who mentioned the importance of assessment records to plan any required interventions, even by the Department.
Teacher Ayah noted:
“Officials from the Department who come to the school sometimes at the beginning of the year want statistics of intellectually challenged learners. They further ask that we record all the assessment tasks formally and informally so that they can be used during the intervention stage.”
It was evident that all the participants regarded assessment as crucial and supported the importance of keeping records securely for various purposes.
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