Teachers' Classroom Assessment Practices In Two Selected Senior Secondary Schools In The Oshikoto Region

Abstract

Assessment is a vital ingredient for effective teaching and learning. Current educational policies in Namibia call for teachers to adopt formative assessment in their classrooms, since there are reasons to believe that formative assessment could enhance learners‟ performance particularly in mathematics. Teachers however, have difficulties in implementing formative assessment in their classrooms. This study sought to investigate the classroom assessment practices of Grade 11 and 12 mathematics teachers in the Oshikoto Region. A mixed methods research paradigm guided the study. An embedded research design was used to address the research questions. This study used classroom observation schedules, interview protocol and document analysis sheet as research instruments. The analysis of data was guided by embedded concurrent strategy.

Findings of the study revealed that Grade 11 and 12 mathematics teachers used various assessment methods. The common methods observed were oral questioning, class work, home work, class tests, practical investigations and projects. Findings however, showed that mathematics teachers used more traditional assessment methods than authentic assessment methods. Findings further revealed that Grade 11 and 12 mathematics teachers are faced with a number of challenges in conducting assessment, such as high numbers of learners in the classrooms, absence of assessment policy guidelines, lack of teaching and learning materials, lack of commitment among learners and insufficient instructional time to carry out formative assessment activities. The respondents had suggested ways to improve the current formative assessment practices such as reducing teachers‟ teaching load, provision of assessment policy guidelines, strengthening parental involvement, increasing instructional time, motivating learners to take assessment earnestly and provision of adequate resources. This study recommends that Mathematics teachers should be encouraged and supported to use authentic assessment methods in order to enhance the learners‟ conceptual understanding of the mathematics content and consequently improve learners‟ academic performance. Finally, continuous professional development for senior secondary mathematics teachers should be put in place for teachers to gain adequate pedagogical knowledge of formative assessment.