Anil Kanjee|Jane Tozama Mthembu
Assessment literacy of foundation phase teachers: An exploratory study
Tshwane University of Technology|Tshwane University of Technology
study explores foundation phase teachers assessment literacy understanding use formative summative assessment using questionnaires observations interviews data obtained grade 1 2 3 teachers school quintile 2 3 5 teachers three schools demonstrated equally low levels assessment literacy understanding summative assessment noticeably higher teachers demonstrated poor understanding formative assessment notwithstanding small sample size study highlights need professional development programmes focus enhancing teachers assessment literacy also calls additional research conceptualisation assessment literacy relevant south african teachers determining impact concepts practices advocated national assessment curriculum policies teachers use assessment address learning needs learners across schools different quintile categories