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The role of classroom formative assessment practice in Geography
Dissertation (MEd)--University of Pretoria 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613687002431488 |
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| access_status_str | Open Access |
| author2 | Van Staden, Surette |
| author_browse | Van Staden, Surette |
| author_facet | Van Staden, Surette |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80496 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:05.686Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80496 The role of classroom formative assessment practice in Geography Van Staden, Surette u10486382@tuks.co.za Nkuna, Victor Rhulani UCTD Classroom formative assessment summative assessment learner performance school-based assessment feedback learners as assessors Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria 2020. This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15). The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2021-06-22T12:29:18Z 2021-06-22T12:29:18Z 2021/04/22 2020 Dissertation Nkuna, VR 2020, The role of classroom formative assessment practice in Geography, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80496> A2021 http://hdl.handle.net/2263/80496 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Classroom formative assessment summative assessment learner performance school-based assessment feedback learners as assessors Education theses SDG-04 Education theses SDG-10 The role of classroom formative assessment practice in Geography |
| title | The role of classroom formative assessment practice in Geography |
| title_full | The role of classroom formative assessment practice in Geography |
| title_fullStr | The role of classroom formative assessment practice in Geography |
| title_full_unstemmed | The role of classroom formative assessment practice in Geography |
| title_short | The role of classroom formative assessment practice in Geography |
| title_sort | role of classroom formative assessment practice in geography |
| topic | UCTD Classroom formative assessment summative assessment learner performance school-based assessment feedback learners as assessors Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/80496 |