TEACHERS’ USE OF INFORMAL FORMATIVE ASSESSMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY CLASSROOMS IN SWAZILAND

Mzenzi S. Masuku; O I. Oloyede; Victoria L. Kelly

doi:10.29121/granthaalayah.v7.i1.2019.1062

Authors

Mzenzi S. Masuku National Curriculum Centre, Box 73 Manzini, Swaziland
O I. Oloyede University of ESwatini, Department of Curriculum and Teaching, P/B 4 Kwaluseni, Swaziland
Victoria L. Kelly University of ESwatini, Department of Curriculum and Teaching, P/B 4 Kwaluseni, Swaziland

DOI:

https://doi.org/10.29121/granthaalayah.v7.i1.2019.1062

Keywords:

Informal Formative Assessment, Feedback, Chemistry Learning, Swaziland

Abstract [English]

The social-economic role of education as a major driver of human development calls for quality education that is rooted on effective teaching and learning. While Swaziland aspires to have products of her secondary education system efficiently joining tertiary training or the workplace, the SGCSE performance trend in Physical Science currently features below expectation. This study explored how teachers in Swaziland used informal formative assessment in their senior secondary school Chemistry lessons. Three purposively sampled lessons from Form 4 and Form 5 were observed. Data were collected through field notes and analysed using inductive content analysis. Findings showed that teachers used informal formative assessment by explaining misunderstood content in fresh ways, giving learners remedial work, initiating hand-clapping, repeating or adjusting initial and probing questions. All in all, teachers used informal formative assessment in line with standard practices though they often resorted to telling learners answers to seemingly demanding questions.

Downloads

Download data is not yet available.

References

Alexander, R. (2006). Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge: Dialogos.

Bell, B., & Cowie, B. (2001). The Characteristics of Formative Assessment in Science Education. Science Education, 536-553. DOI: https://doi.org/10.1002/sce.1022

Bilal, G. (2006). The Nature of Reflective Thinking and Its Implications for In-Service Teacher Education. Istanbul: Cukurova University.

Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31. DOI: https://doi.org/10.1007/s11092-008-9068-5

Bremner, A. L. (2014). Teachers' Knowledge of Formative Assessment Initial Instrument Validity Study. Unpublished PhD Dissertation. Boise State University. Boise.

Brookhart. (2008). How to give Effective Feedback to your Students. Alexandria, VA: Association of Supervision and Curriculum Development.

Brookhart, S., & Moss, C. (2013). Leading by learning. Phi Delta Kappan, 94(8), 13 - 17. DOI: https://doi.org/10.1177/003172171309400804

Brookhart, S., & Moss, C. (2015, September). How to Give Professional Feedback. Educational Leadership, 72(7), pp. 24-30.

Dlamini, M. (2012). Formative Assessment Practices of Secondary School History Teachers in Swaziland and Their Contribution To Learners Understanding. Unpublished Masters' Thesis, University of Swaziland, Kwaluseni.

Gamlem, S. M., & Munthe, E. (2014). Mapping Feedback to Support Students' Learning in Lower Secondary Classroooms. Cambridge Journal of Education, 44(1), 75-92. DOI: https://doi.org/10.1080/0305764X.2013.855171

Kang, H., Thompson, J., & Windschitl, M. (2014). Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks. Science Education, 98(4), 674-704. doi:10.1002/sce.21123 DOI: https://doi.org/10.1002/sce.21123

Kippers, W., Schildkamp, K., & Poortman, C. (2016). The Use of Formative Assessment by Teachers in Secondary Education in the Netherlands. Washington: AERA.

Mack, N., Woodsong, C., MacQueen, K., Guest, G., & Namey, E. (2011). Qualitative Research Methods: A Data Collector's Field Guide. United States of America: Family Health Internations 360.

Masuku, M. (2016). Teachers' Use of Formative Assessment in Secondary Schools Chemistry Learning in Swaziland. Unpublished Masters Thesis, University of Swaziland, Kwaluseni, Swaziland.

McMillan, J., & Schumacher, S. (2014). Research in Education - Evidence Based Inquiry. London: Pearson.

Ministry of Education and Training. (2011). Education Sector Policy. Mbabne: Swaziland Government.

Ministry of Education and Training. (2016). Swaziland's Curriculum for the 21st Century. Curriculum Framework. Discussion Document. Mbabane: Swaziland Government.

Moss, P. (2008). Sociocultural Implications for the practice of assessment 1: Classroom Assessment. In P. Moss, J. Pullin, E. H. Gee, & L. J. Young, Assessmetn, Equity, and Opportunity to Learn. New York: Cambridge University Press.

Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Pikkeus, A., & Lerkkanen, M. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education, 55, 143-154. DOI: https://doi.org/10.1016/j.tate.2016.01.007

Ruiz-Primo. (2011). Informal Formative Assessment: The role of instructional dialogues. Studies in Educational Evaluation, 15-24. DOI: https://doi.org/10.1016/j.stueduc.2011.04.003

Ruiz-Primo, M., & Furtak, M. (2007). Journal of Research in Science Teaching, 44(1), 57-84. DOI: https://doi.org/10.1002/tea.20163

Sampson, V., & Blanchard, M. (2012). Science Teachers and Scientific Argumentation: Trends in Views and Practice. Journal of Research in Science Teaching, 49(9), 1122-1148. DOI: https://doi.org/10.1002/tea.21037

Shirley, M. (2009). A Model of Formative Assessment Practice in Secondary Science Classrooms Using An Audience Response System. Unpublished Doctoral Dissertation, Ohio State University, Ohio.

Shute, V. (2008). Focus on Formative Assessment Feedback. Review of Educational Research, 78(1), 153-189. DOI: https://doi.org/10.3102/0034654307313795

Tuan, L., & Nhu, N. (2010). Theoretical Review on Oral Interaction in EFL Classrooms. Studies in Literature and Language, 1(4), 29-48.

UNDP. (2014). Guidelines for Inclusion: Ensuring Access to Education for all. Paris: Author.

UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to Education for all. Paris: Author.

UNESCO. (2015). Education For All 2015 National Review Report: Swaziland. Mbabane: United Nations.

Vygotsky, L. (1978). Mind in Society. Cambridge: Harvard University Press.

Wiliam, D., & Leahy, S. (2007). A Theoretical Foundation for Formative Assessment. Formative Classroom Assessment Theory into Practice, pp. 29-42.

Wiliam, D., & Thompson, M. (2007). Integrating Assessment with Instruction: What will it take to make it work? (C. Dwyer, Ed.) The Future of Assessment: Shaping Teaching and Learning, pp. 53-82.

William, D. (2011). Here's how teachers can get on-the-spot evidence about what students do and do not understand before moving forward with their lesson. Educational Leadership, 41-44.