Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools
DOI:
https://doi.org/10.20525/ijrbs.v12i8.2924Keywords:
COVID-19, challenges, online formative assessment, Physical SciencesAbstract
Formative assessment is crucial for teachers to gauge students’ understanding of subject content, and applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment as per the research question. The empirical investigation adopted a generic qualitative design in which three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Interviews were video recorded, transcribed and thematically analysed using grounded theory to construct a thematic framework for supporting the study. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study to identify challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. Challenges identified in this study include the enforced utilisation of Annual Teaching Plans, lack of technological knowledge, lack of internet connectivity, and poor digital infrastructure at schools, and in towns and cities in South Africa. The study aims to show that the Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings while policy is needed to ensure that every student has access to data and internet resources.
Downloads
References
Ahmedi, V. (2019). Teachers’ attitudes and practices towards formative assessment in primary schools. Journal of Social Studies Education Research, 10(3), 161–175. https://files.eric.ed.gov/fulltext/EJ1229397.pdf
Ajibade, B. A., & Bertram, C. (2020). How district teacher development centres support teachers’ learning: Case studies in Kwazulu-Natal, South Africa. Perspectives in Education, 8(2), 103–117. https://doi.org/10.18820/2519593X/PIE.V38.I2.07 DOI: https://doi.org/10.18820/2519593X/pie.v38.i2.07
Alakrash, H. M., & Razak, N. A. (2021). Education and the fourth industrial revolution: Lessons from COVID-19. Computers, Materials and Continua, 70(1), 951–962. https://doi.org/10.32604/cmc.2022.014288 DOI: https://doi.org/10.32604/cmc.2022.014288
Alsubaiai, H. S. M. (2021). Teachers’ perception towards formative assessment in Saudi universities’ context: A review of literature. English Language Teaching, 14(7), 107–116. https://doi.org/10.5539/ELT.V14N7P107 DOI: https://doi.org/10.5539/elt.v14n7p107
Amasha, M. A., Abougalala, R. A., Reeves, A. J., & Alkhalaf, S. (2018). Combining Online Learning & Assessment in synchronization form. Education and Information Technologies, 23(6), 2517–2529. https://doi.org/10.1007/S10639-018-9728-0 DOI: https://doi.org/10.1007/s10639-018-9728-0
Asamoah, D., Shahrill, M., & Latif, S. N. A. (2022). A review of formative assessment techniques in higher education during COVID-19. The Qualitative Report, 27(2), 475–487. https://doi.org/10.46743/2160-3715/2022.5145 DOI: https://doi.org/10.46743/2160-3715/2022.5145
Asiamah, N., Mensah, H. K., & Oteng-Abayie, E. F. (2017). General, target, and accessible population: Demystifying the concepts for effective sampling. Qualitative Report, 22(6), 1607–1621. https://doi.org/10.46743/2160-3715/2017.2674 DOI: https://doi.org/10.46743/2160-3715/2017.2674
Ayega, D. (2020). Pandemics and education in sub-Saharan Africa: Invest in education technology. American Journal of Educational Research, 8(8), 581–586. https://doi.org/10.12691/EDUCATION-8-8-10 DOI: https://doi.org/10.12691/education-8-8-10
Bartz, D. E. (2017). Fundamentals of formative assessment for classroom teachers. National Forum of Teacher Education Journal, 27(3), 1–10.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X. 2010.513678 DOI: https://doi.org/10.1080/0969594X.2010.513678
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/S11092-008-9068-5 DOI: https://doi.org/10.1007/s11092-008-9068-5
Bulunuz, M., & Bulunuz, N. (2013). Formative assessment in science teaching. Journal of Turkish Science Education, 10(4), 119–135. https://www.researchgate.net/publication/328338995_Formative_assessment_in_science_teaching [Accessed March 25, 2022]
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/S10648-011-9191-6 DOI: https://doi.org/10.1007/s10648-011-9191-6
Darling-Hammond, L., H. M. E., & Gardner, M. (2017). Effective Teacher Professional Development. In Effective Teacher Professional Development (research brief) (Issue June). https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report. [Accessed March 27, 2022]. DOI: https://doi.org/10.54300/122.311
DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1–18. https://doi.org/10.1186/S43031-022-00048-Z DOI: https://doi.org/10.1186/s43031-022-00048-z
Department of Basic Education. (2011). Curriculum and Assessment Policy Statement Grades 10-12 Physical Sciences. Government Printing Works. https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20FET%20%20PHYSICAL%20SCIENCE%20WEB.pdf [Accessed March 27, 2022].
Department of Education. (2003). Draft White Paper on e-Education Transforming Learning and Teaching through ICT. https://www.gov.za/sites/default/files/gcis_ document/201409/e-education1.pdf [Accessed March 27, 2022].
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(86), 1–18. https://doi.org/10.3390/SOC10040086 DOI: https://doi.org/10.3390/soc10040086
Gatbonton, E. (2008). Looking beyond teachers’ classroom behaviour: Novice and experienced ESL teachers’ pedagogical knowledge. Language Teaching Research, 12(2), 161–182. https://doi.org/10.1177/1362168807086286 DOI: https://doi.org/10.1177/1362168807086286
Gordy, X. Z., Sparkmon, W., Imeri, H., Notebaert, A., Barnard, M., Compretta, C., Rockhold, R. W. (2021). Science teaching excites medical interest: A qualitative inquiry of science education during the 2020 covid-19 pandemic. Education Sciences, 11(148), 1–10. https://doi.org/10.3390/educsci11040148 DOI: https://doi.org/10.3390/educsci11040148
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100955 DOI: https://doi.org/10.1016/j.stueduc.2020.100955
Haron, S. C., Rashid, K. K. A., Haron, S., Mamat, A., & Abullah, N. (2021). Challenges faced by teachers in online teaching during the pandemic. Journal of Education and Practice, 12(2), 48–53. https://doi.org/10.7176/jep/12-2-06 DOI: https://doi.org/10.7176/JEP/12-2-06
Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback (2nd ed.). Routledge. https://doi.org/10.4324/9781138610514 DOI: https://doi.org/10.4324/9781138610514
Jawad, A. H. (2020). Examination of Iraqi EFL teachers’ attitudes, intentions, and practices regarding formative assessment. International Journal of Language Testing, 10(2), 146–166. https://files.eric.ed.gov/fulltext/EJ1291312.pdf
Jiang, L., & Yu, S. (2021). Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis. Asia-Pacific Education Researcher, 30(6), 509–518. https://doi.org/10.1007/s40299-021-00583-9 DOI: https://doi.org/10.1007/s40299-021-00583-9
Kacen, L., & Chaitin, J. (2006). “The times they are a changing” 1?: Undertaking qualitative research in ambiguous, conflictual, and changing contexts. The Qualitative Report, 11(2), 209–228. https://doi.org/10.46743/2160-3715/2006.1671 DOI: https://doi.org/10.46743/2160-3715/2006.1671
Kaya, G., Atasoy, V., Candan-Helvac?, S., & Pekta?, M. (2020). The Role of Science Teachers’ Awareness in their Classroom Practice of Formative Assessment. Education and Science, 1–23. https://doi.org/10.15390/EB.2020.8934 DOI: https://doi.org/10.15390/EB.2020.8934
Koulagna, Y. (2019). Science Teachers’ Understanding of Formative Assessment and Science Teachers’ Understanding of Formative Assessment and its Practice with Three-dimensional Teaching and Learning its Practice with Three-dimensional Teaching and Learning [Dissertation, Georgia State University]. https://scholarworks.gsu.edu/mse_diss [Accessed March 25, 2022]
Kurt, S. (2018, May 12). TPACK: Technological Pedagogical Content Knowledge Framework. EducationaTechnology.net. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/ [Accessed March 25, 2022]
Landa, N., Zhou, S., & Marongwe, N. (2021). Education in emergencies: Lessons from COVID-19 in South Africa. International Review of Education, 67(1), 167–183. https://doi.org/10.1007/s11159-021-09903-z DOI: https://doi.org/10.1007/s11159-021-09903-z
Liebenberg, I. (2020). Teacher training and what COVID-19 taught us – Keep up to date with technology, teaching practice and your CPTD. https://eduvationnet.co.za/news_article/teacher-training-and-what-covid-19-taught-us-keep-up-to-date-with-technology-teaching-practice-and-your-cptd/ [Accessed March 27, 2022].
Mahapatra, S. K. (2021). Online formative assessment and feedback practices of ESL teachers in India, Bangladesh and Nepal: A multiple case study. Asia-Pacific Education Researcher, 30(6), 519–530. https://doi.org/10.1007/s40299-021-00603-8 DOI: https://doi.org/10.1007/s40299-021-00603-8
Mahaye, N. E. (2020, April 23). The impact of COVID-19 pandemic on education?: Navigating forward the pedagogy of blended learning. Department of Education. https://www.researchgate.net/publication/340899662 [Accessed March 27, 2022]
McVey, M. (2016). Preservice Teachers’ Perception of Assessment Strategies in Online Teaching. Journal of Digital Learning in Teacher Education, 32(4), 119–127. https://doi.org/10.1080/21532974.2016.1205460 DOI: https://doi.org/10.1080/21532974.2016.1205460
Mirza, H. S. (2021). University teachers ’ perceptions of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1). https://www.researchgate.net/publication/350017940
Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge: SAGE Journal, 108(6), 1017–1054. https://doi.org/10.1111/J.1467-9620.2006.00684.X DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mitten, C., Jacobbe, T., & Jacobbe, E. (2017). What do they understand? Using technology to facilitate formative assessment. Australian Primary Mathematics Classroom, 22(1). https://files.eric.ed.gov/fulltext/EJ1138035.pdf
Mngomezulu, H., Ramaila, S., & Dhurumraj, T. (2022). Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers’ Perspectives. International Journal of Higher Education, 11(3), 158–167. https://doi.org/10.5430/ijhe.v11n3p158 DOI: https://doi.org/10.5430/ijhe.v11n3p158
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Allyn and Bacon.
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sem, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121. https://doi.org/10.7176/JEP/11-13-12 DOI: https://doi.org/10.7176/JEP/11-13-12
Pace, D. S. (2020). The use of Formative Assessment (FA) in Online Teaching and Learning during the COVID-19 compulsory education school closure: the Maltese experience. Malta Review of Educational Research, 14(2), 243–271. https://www.researchgate. net/publication/347835332 [Accessed March 27, 2022]
Peimani, N., & Kamalipour, H. (2021). Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience. Education Sciences, 11(633), 1–14. https://doi.org/10.3390/educsci11100633 DOI: https://doi.org/10.3390/educsci11100633
Pereira, Í. S. P., Fernandes, E. L., & Flores, M. A. (2021). Teacher education during the Covid-19 lockdown: Insights from a formative intervention approach involving online feedback. Education Sciences, 11(400), 1–17. https://doi.org/10.3390/educsci11080400 DOI: https://doi.org/10.3390/educsci11080400
Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers’ digital skills readiness during COVID-19 pandemic. International Journal of Emerging Technologies in Learning, 16(8), 238–251. https://doi.org/10.3991/IJET.V16I08.21011 DOI: https://doi.org/10.3991/ijet.v16i08.21011
Perwitasari, F., Astuti, N. B., & Atmojo, S. (2021). Online learning and assessment: challenges and opportunities during pandemic COVID-19. Proceedings of the International Conference on Educational Assessment and Policy (ICEAP 2020), 545. https://doi.org/10.2991/assehr.k.210423.077 DOI: https://doi.org/10.2991/assehr.k.210423.077
Peytcheva-Forsyth, R., & Aleksieva, L. (2021). Forced introduction of e-assessment during COVID-19 pandemic: How did the students feel about that? (Sofia University case). AIP Conference Proceedings, 2333. https://doi.org/10.1063/5.0041862 DOI: https://doi.org/10.1063/5.0041862
Republic of South Africa. (1996a). The Constitution of South Africa Act No. 108 of 1996. Pretoria: Government Printer.
Republic of South Africa. (1996b). South African Schools Act No. 84 of 1996. Pretoria: Government Printer.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544 DOI: https://doi.org/10.1080/15391523.2009.10782544
Schmitt, C., Whitehurst, G. J., Phillips, G. W., Ogle, T., Branch, M., Canada, B., Christmas, O., Clement, J., Fillion, J., Goddard, E., Loudat, N. B., Purwin, T., Rogers, A., & Vinson, M. (2002). Technology in Schools Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education. In National Forum on Education Statistics. http://nces.ed.gov [Accessed March 27, 2022].
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189x015002004 DOI: https://doi.org/10.3102/0013189X015002004
Stacki, S., Bay, Z., FlynnDavis, A., & Hermann, J. (2021). Twenty-first century middle schooling in New York: Teachers share experiences and perspectives on remote teaching and learning early in the global pandemic. Excelsior: Leadership in Teaching and Learning, 13(2), 143–159. https://doi.org/10.14305/jn.19440413.2021.13.2.05 DOI: https://doi.org/10.14305/jn.19440413.2021.13.2.05
van der Walt, J. L. (2020). Interpretivism-constructivism as a research method in the humanities and social sciences-more to it than meets the eye. International Journal of Philosophy, 8(1), 59–68. https://doi.org/10.15640/ijpt.v8n1a5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Celeste Labuschagne, Sam Ramaila, Thasmai Dhurumraj
This work is licensed under a Creative Commons Attribution 4.0 International License.
For all articles published in IJRBS, copyright is retained by the authors. Articles are licensed under an open access Creative Commons CC BY 4.0 license, meaning that anyone may download and read the paper for free. In addition, the article may be reused and quoted provided that the original published version is cited. These conditions allow for maximum use and exposure of the work, while ensuring that the authors receive proper credit.
