Abstract
Formative assessment is widely recognised as a powerful tool for supporting learning and promoting inclusivity in classrooms. In South Africa, the Curriculum and Assessment Policy Statement (CAPS) highlight continuous assessment as essential to learner growth, yet its classroom implementation remains uneven. In Natural Sciences, where abstract concepts and practical skills are equally important, formative assessment can play a critical role in bridging learning gaps and fostering active participation. Grounded in humanizing pedagogy (Paulo Friere, 1970) which promotes respect, trusting relationships between teachers and learners, students’ academic rigor and responsiveness to learners’ social and cultural contexts, this study aimed to address the problem of limited understanding and inconsistent use of formative assessment to support inclusive education in Grade 7 Natural Sciences.
The objective was to explore how teachers conceptualise and implement formative assessment, the opportunities it creates, and the challenges they face under the CAPS curriculum. A qualitative case study design was adopted. Data were collected from four Grade 7 Natural Sciences teachers in Johannesburg North through semi- structured interviews, classroom observations, and document analysis. Thematic analysis was used to identify patterns across teachers’ conceptualisations, practices, challenges, and opportunities. Findings showed that teachers view formative assessment as essential for monitoring progress and exam preparation, but less as a tool for learner empowerment. Common strategies included questioning, feedback, collaborative tasks, experiments, and peer assessment, all of which supported inclusivity to varying degrees. However, resource shortages, time constraints, language barriers, and uneven learner participation limited their effectiveness. The study concludes that while teachers demonstrate a strong conceptual foundation, systemic barriers constrain the full potential of formative assessment for inclusivity. Strengthening teacher development, resource provision, and curriculum flexibility can enhance its impact. Future work could
explore scalable models of formative assessment that address systemic challenges and promote equitable participation across diverse learning contexts.