Experiences of intermediate phase teachers in the implementation of assessment rubrics
Abstract
The study investigated the experiences of the Intermediate Phase teachers in the implementation of assessment rubrics in Rekopantswe Area in the North West Province. It investigated how teachers experienced the implementation of assessment rubrics and what impact these experiences had on the Intermediate Phase learners. It was usually only in practical implementation that distortions and obstacles to successful implementation became apparent. Teachers, being the principal end-users of the assessment rubrics, had the knowledge, skills and practical experience that could be used by curriculum developers to enhance successful implementation of assessment rubrics.
The study involved ninety seven (97) Intermediate Phase teachers, eight (8) Heads of Department (HoDs) and three (3) Senior Education Specialists (SESs) from the Rekopantswe Area Office of the North West Province. The teachers responded to a questionnaire, HoD’s and SES’s were interviewed. The participants were identified through stratified random sampling respectively and from rural, semi-rural and urban areas.
The study revealed that the implementation of assessment rubrics was a challenge to most teachers, as there were different interpretations of assessment rubrics among teachers. This had a direct implication on assessing learners by using assessment rubrics. This also affected learners’ achievement, since the quality of assessment affected learners’ performance. The educational policies, with special reference to assessment guidelines, should have been presented to the teachers to ensure that there was uniform understanding to enhance implementation. In addition, teachers indicated that trainers should have ensured that developmental programmes are contextualised to meet their needs. They also emphasised the need for them to be consulted when developmental programmes for teachers were prepared.
The study also highlighted factors that affect the implementations of assessment rubrics. Those factors were as follows:
- Learners de-motivation and attitude
- Minimal parental involvement and literacy level
- Lack or limited resources
- Insufficient or limited in-service training and support
- Inefficiency in Language of Learning and Teaching (LoLT)
- Content Gap regarding the implementations of the assessment rubrics
- Overcrowding of learners in classrooms
- Post Provisioning Model (PPM)
- Focus on development programmes.
To ensure that assessment was successfully done, teachers suggested long-term training and guidance and continuous support from the Departmental officials especially SES’s. They also indicated that they wanted to be consulted when developmental programmes are initiated. These findings clearly indicate that the implementation of assessment rubrics by the Intermediate Phase teachers is a challenge and some measures need to be taken.
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