Abstract
M.Ed.
The purpose of this study is to critically examine formative assessment as a form of assessment that promotes social equality, and not just pedagogy. To create an educational situation where all learners have equal access to useful feedback, teachers are expected to scaffold learning through this form of assessment. Assessment for social justice thus includes the potential to reduce the disadvantages in learning. It goes beyond grading, selection and accountability for learning by elevating each student’s learning threshold. It is in this sense, that it reduces social and educational disparities.
A qualitative research approach was employed, specifically a case-study research design was used to examine teachers’ understanding of formative assessment and how it can be used as a basis for social justice in education provision. Purposive sampling was used to select teachers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that even though the teachers viewed themselves as competent in using formative assessment, there was limited evidence in their practices as well as the views they expressed about formative assessment.