Teachers’ Understanding of Classroom Assessment of Grade 4 Learners

Abstract

Assessment is an important tool for measuring learners’ performance in schools, and it consists of various types of assessments. It is an instructional practice and offers insights into learners' development. Nonetheless, how teachers view classroom assessment has a big impact on how it is used and whether or not it promotes learning. This study focused on classroom assessment as one of the important tools that teachers use to judge the learners’ performance and understanding after teaching. This study aimed to explore Grade 4 teachers' understanding and practices regarding classroom assessment in the Intermediate Phase. The qualitative study employed interviews, focus group discussion, classroom observation and document analysis to collect data. The study employed an exploratory qualitative case study design which was hinged upon an interpretive research paradigm which permitted the researcher to gain more insight into the teachers ‘understanding of classroom assessment of Grade 4 learners. The researcher used qualitative research design because it explores “what teachers’ perceptions towards classroom assessment of Grade 4 learners are, as a how and what question that seeks to understand experiences, beliefs and meanings. This study is framed by the socio-cultural theories of Bandura (1997) and Vygotsky (1978), which emphasised the importance of social interactions and cultural contexts in learning and assessment processes. Both theories are relevant and integrate because classroom assessment is a social process that involves teacher beliefs, learner interaction and instructional context. While Sociocultural Theory uncovers the external social sources and systemic instruments (mediation) from which professional viewpoints are derived, Social Cognitive Theory addresses the internal psychological filter (self-efficacy) through which those external inputs are processed. The population of this study was all Grade 4 teachers who belong to the schools under Sibasa Circuit. The researcher used purposeful sampling to sample 8 Grade 4 teachers from four selected schools with more than one Grade 4 class. From each school, 2 teachers were selected for this study. The study used thematic analysis to interpret the data. The main findings revealed that while assessment policies are well-defined, their application is inconsistent. Teachers identified several challenges, including limited time for assessments, overcrowded classrooms, inadequate resources, insufficient training and consultation from the Department of Basic Education. These factors contributed to difficulties in effectively engaging learners in assessments. The overarching data shows that continuous, formative assessment (assessment for learning) is heavily restricted by structural hurdles, instructional limitations, and a systemic over-emphasis on high-stakes testing. This study makes a novel contribution by highlighting the need for targeted professional development and ongoing workshops to support teachers in implementing effective classroom assessments. It recommends interventions, such as mentoring and stakeholder collaboration, to address the identified challenges and improve the overall quality of assessment practices in the Intermediate Phase.