A survey of foundation phase teachers’ utilisation of dynamic assessment

Abstract

The purpose of this descriptive, cross-sectional survey study was to describe how 125 foundation phase teachers in the Johannesburg North education district used dynamic assessment. The conceptual framework of the study consisted of constructs from Vygotsky’s sociocultural theory, namely ‘zone of proximal development’ and ‘scaffolding’. It also included mediation as a construct from Feuerstein’s mediated learning experience theory. The study findings revealed that a majority of the respondents were familiar with dynamic assessment and used it as part of a comprehensive assessment approach. In addition, a majority of the respondents who indicated that they were familiar with dynamic assessment believed that they were competent in it. A majority of the respondents also said that dynamic assessment had advantages and value in the South African context. However, the respondents also mentioned its disadvantages, stating that it required too much additional preparation time. Lastly, with regard to learning more about dynamic assessment, a majority of the respondents reported that they were interested in receiving further training in it.