Abstract
This study investigated the multifaceted impact of formative assessment on Grade 10 Physical Sciences learners, examining academic achievement, attitudes, and self-regulation skills in the context of five rural schools within the uMkhanyakude District, KwaZulu-Natal. The study addresses the unique challenges posed by limited resources in these areas, emphasising the central role of teaching quality in shaping educational outcomes. Grounded in the belief that learners' attitudes and self-regulation skills are pivotal in the modern teaching and learning landscape, the research explores the intricate interplay between formative assessment practices and academic success. The study recognizes the Grade 10 Physical Sciences curriculum as a crucial foundation for scientific and conceptual understanding, underscoring the importance of effective formative assessment within this context.
In acknowledging the challenges learners face in resource-constrained environments, this study emphasizes the importance of teaching quality in determining academic achievement. The research investigates the practices, pedagogical strategies, and classroom activities used by Grade 10 Physical Science teachers to understand their impact on learning outcomes, attitudes, and self-regulation skills. The study positions formative assessment as a transformative tool in the teaching and learning process, aligning with the changing educational landscape. Drawing insights from both teachers and learners, the research delves into their experiences and beliefs regarding formative assessment practices. It utilises a mixed-methods approach, including a baseline Pre and Post-Test on Electricity and Magnetism, questionnaires to assess learners' attitudes and self-regulation skills, teacher surveys, semi-structured interviews with Grade 10 Physical Sciences learners, and classroom observations in five sampled schools.
Furthermore, the research introduces an experimental group, comprised of schools A-C, where teachers are exposed to specific formative assessment practices. This intervention focuses on elements such as explaining learning objectives, enhancing inquiry/dialogue quality, improving marking/feedback/record keeping, and implementing self and peer assessment. By comparing the experimental group with the control group (schools D-E), the study aims to elucidate the nuanced effects of these formative assessment practices on learners' academic achievement, attitudes, and self-regulation skills. The study’s findings strongly suggest that the integration of specific formative assessment practices in Grade 10 Physical Sciences classrooms positively influences academic achievement, attitudes toward learning, and self-
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regulation skills. Additionally, effective implementation of formative assessment strategies by teachers contributes significantly to the overall improvement of the teaching and learning process in challenging educational settings.
This study proposes the formal integration of formative assessment practices into teachers' lessons as a policy by the Department of Basic Education, given its inclusion in the curriculum. To ensure compliance, the District Support Team Visit (DSTV), in collaboration with curriculum developers and implementers, should incorporate the evaluation of formative assessment implementation as a crucial aspect of their school visits aimed at supporting teachers. Furthermore, it is recommended that newly appointed teachers receive specialized workshops focused on formative assessment. In addition, regular formative assessment training workshops should be conducted for all in-service teachers at least twice a year, ensuring they are updated on the incorporation of formative assessment into classroom practices.
This study contributes to a better understanding of how formative assessment can enhance educational outcomes, especially in challenging contexts. By examining the complex dynamics within Grade 10 Physical Sciences education, this research offers valuable insights for educators, policymakers, and researchers who aim to optimize teaching and learning strategies in resource-constrained settings for the benefit of learners.
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KEYWORDS
Formative Assessment, Attitudes, Self-regulation skills, Academic Achievement, Further Education and Training, Grade 10 (in South African school)