Abstract:
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.
