Glossary
Chapter 6 Valuable Insights Revealed: A presentation and analysis of the key findings of the study
6.4 The Types of Learning Teachers Embark Upon
6.4.3 Situated Learning: learning through practicalities
Situated or workplace learning entails changes in teaching practices in classrooms and schools that are mediated through individual teacher learning and problem-solving processes in the school (Ellström, 2001). The notion of adapting the learning acquired at the training workshops, through the engagement with policy guidelines pertaining to assessment to suit the contextual realities that teachers were confronted with, necessitated further and deeper levels of engagement with the new assessment strategies by implementing these in the
classroom. The following discussion attempts to explore the nature of learning that transpired among the participants through situated learning.
Neel, realising that the potential for exploring practical work as an assessment strategy was somewhat limited as a result of the practical realities with which he was confronted, decided to modify the use of practical work to suit the contextual factors:
“While the new assessment policy advocates the use of practical work as an assessment strategy, the potential for exploring practical work at this school has been somewhat limited, as we don‟t have an operational science room, nor do we have the resources and materials to conduct practical work. Further, learners have not been exposed to practical work in their previous grades, as a result of the absence of a science room, as well as the absence of materials and equipment to conduct the
experiments. Although, I would love for learners to do experiments on their own, discover things for themselves, see how the thermometer rises, for example, we can‟t do this because of the lack of equipment.
However, seeing that science is a practically oriented subject, I improvise
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by bringing materials from home. Since such materials are inadequate in quantity and in view of the fact that learners have had no previous
experience in conducting practical work themselves, I use demonstrations that are more teacher-dominated. I then get learners to observe these and complete the answers to questions based on the demonstrations in the class. These are normally done in the form of a work-sheet. Teacher-led demonstrations afford me an avenue to explore the potential for practical work as an assessment strategy.
In this way, everyone wins. The child is assigned a task based on the demonstration that he or she just observed and which he or she can complete in class, under the supervision of the teacher. In turn, the teacher is able to gain an accurate assessment of the child‟s progress.
These tasks are simple to do.”
The sentiments expressed above suggest that Neel used his knowledge of his learners to adapt and modify his assessment practices accordingly. Acknowledging that his learners were not previously exposed to practical work, and therefore perhaps lacked the skills to conduct practical work independently, Neel adjusted the use of practical work as an assessment strategy to include teacher-led demonstrations. Such knowledge, which emanated from Neel‟s interactions with his learners and through experience, suggests that such experiences equipped the participant with the ability to reflect on his assessment practices and to make the necessary adjustments to his practices. Such adjustments would not only suit the capabilities of his learners but also take into account the contextual realities with which Neel was
confronted. In this instance, inadequate resources and facilities to conduct scientific
experiments necessitated that Neel improvise by bringing materials from home to explore the potential for utilising practical work as an assessment strategy within the context of the classroom.
Along similar lines, Kajil undertook an individual reflective exercise to assist her in learning about the process of learner assessment. Such an exercise was situated in her practice of assessment in the classroom context, and in this way contextualised against the backdrop of the various practical realities with which she was confronted, as is evident:
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“I use an exercise called, „Teachers Reflection‟, at the end of every assessment task. This is something I do in my individual capacity by answering the following questions on a sheet of paper:
How did the assessment task pan out?
Did the assessment task achieve what it set out to achieve?
What were the strengths of the task?
What were the shortcomings in the execution of the assessment task?
What are some of the ways the assessment task can be improved upon?
In answering these five questions, here, I am able to keep track of what works and why, so I can improve myself, by making necessary adjustments in future assessment activities. Also by constantly questioning which learners I am getting through and which ones I am not, as well as why this is the case, I am in a position to make the necessary modifications in my
assessing of learners. In this way I am constantly trying to improve myself.”
From the above discussion one gains a strong sense that Kajil‟s learning about the process of assessment was more an isolated activity, acquired through self knowledge and reflection and suggesting that there may be instances where learning may need to be an individual activity, highly specific to suit that educator and his or her learners in a particular learning
environment.
Kajil‟s sentiments allude to the important aspect of self-reflection in teacher learning, a pivotal activity that precedes understanding (Von Glaserfed, 2005). Through an in-depth and critical examination of her own practice, and thinking about how it might be improved, Kajil engaged in a process of deep reflection which enabled her to become aware of her knowledge of assessment and how this knowledge relates to her practice of assessment activities. This is indicative of self-reflection (Osterman & Kottamp, 2004; Day & Kington, 2008)
Similarly, through her implementation of the new assessment strategies in the classroom context, Priya was able to modify and adjust her assessment practices to suit the contextual realities with which she was confronted:
“Many of the methods spoken about in the assessment policy documents cannot be
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used in our classrooms. We have large class sizes. We have children with language barriers. We are actually teaching in an inclusive education system, where we have to cater for learners with special educational needs. So the very flowery methods that we have read about, or have been told about, cannot be used as is in our classrooms.
Take the assessment of group work, for example. Our classes are far too big for teachers to use group work as an assessment strategy. When I have tried group work in class, I found that learners were far too noisy. Further, it became difficult for me to walk around and assess all learners due to the large number of learners to assess in a given time slot. Realising that group work, as I was using it, was not working, I carefully thought about how I could adjust the way I was using this assessment strategy to effectively curb the problems I was experiencing. In addition, I spoke to my colleagues from other schools and listened to how they used group work in their classrooms. After reflecting on their experiences and thinking about my previous experiences of group work, I managed to come up with an idea as to how I could incorporate group work as an assessment strategy in my teaching.
Now, when I use group-work in class, I break up the one big assessment task into smaller or mini-tasks, which I carry over into a series of lessons, extending over a period of time depending on the nature of the task. In each individual session I focus on a particular mini-task, which than becomes more manageable to assess. Also, I assess only two or three groups at a time and follow through the remaining groups in the next lesson.
In this way, rather than excluding group work altogether, I have come up with a way, through reflecting on the problems I previously encountered, and through my interactions with my colleagues, to modify the use of group work as an assessment strategy to suit the practical realities that I am confronted with. In this sense, I have adapted how I assess to suit my circumstances.”
The complexities associated with the contextual realities that Priya was confronted with compelled her to seek measures to adapt assessment principles advocated in policy guidelines to suit her own unique set of circumstances. The benefits of taking the contextual factors into
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consideration are emphasised by Ellis (2007), when he contends that having an overview of pedagogical context knowledge affords teachers the opportunity to look around the
knowledge arena, to look inward for reflection, and to look outward for other sources of knowledge and criticism. This was evident when Priya embarked on an exercise of self- reflection with regard to the way she was using group work as an assessment strategy.
Following on from this, she sought the assistance of colleagues from other schools, which helped to modify her assessment practices.
The fact that the participants engaged in reflecting on their experiences, in line with the potential for the transferability of their existing knowledge about assessment through their own learning, suggests that deep learning was ensuing (Hay, 2007; McAllister et al., 1997).
Such a scenario would bear testimony to the notion that expertise lies in the ability to construct and reconstruct professional knowledge to address a personal quest and the challenges of teaching in different contexts (Kelly, 2002). In their search for personal
meaning and understanding, the participants began to develop a holistic perspective of learner assessment by drawing on their personal experience to make sense of new ideas and
experiences (McAlister et al., 1997).