3. Electronic Theses and Dissertations (ETDs) - All submissions
Permanent URI for this communityhttps://wiredspace.wits.ac.za/handle/10539/45
Browse
3 results
Search Results
Item Teachers' analyses of learner errors in Grade 6 English first additional language.(2015-05-12) Ntuli, Khethinkosi ArmstrongThe study investigated 6 Soweto primary school teachers’ ability to analyse and give feedback on the errors of English First Additional Language learners. Drawing on literature on assessment for learning and feedback, as well as on error analysis of English second language learning, I developed a conceptual framework that enabled me to classify learner errors and teachers feedback strategies. I used a qualitative approach to investigate assessment abilities. Firstly, the teachers marked a written assessment task, identified errors, evaluated learner performance and gave feedback based on identified errors. Secondly, the teachers were interviewed on why learners made those errors and what feedback strategies they suggested for remediating the errors. The findings indicated that the teachers: i) were generally capable of identifying the errors, ii) struggled to correct the identified errors, iii) were still working in a summative mind-set, and iv) were insecure about their abilities to deal with English First Additional Language errors. Therefore, assessment for learning has a long way to go for the township primary school teachers.Item Giving feedback in investigative tasks in grade 10.(2010-08-16) Mathenjwa, Lerato JosephineThis study is an action research project where I study my own practice in giving feedback in investigative tasks. The aim is to find ways of improving my feedback by engaging learners in conversation and eliciting misconceptions. The study is framed by a sociocultural view of learning and teaching. The study was conducted in a high school with a class of Grade 10 learners who worked on an investigative task and six lessons were video recorded. Analysis was based on the investigative task, feedback given to learners, misconceptions that arose and conversations that took place during the lessons. The findings are that when developing an investigative task, the teacher should look for mathematical processes that can be developed as learners work on it. I found that I both took up and missed opportunities to work with learners’ misconceptions and that four components of mathematical conversations: questioning, explaining mathematical ideas, sources of mathematical ideas and responsibility were present at different levels in my classroom. On the basis of my findings I make a number of recommendations for my own further practice and for other teachers.Item Factors influencing teachers'choice and use of tasks for formative assessment of mathematics in grades 2-6(2006-10-25T13:15:54Z) Wilson Thompson, BronwenAbstract This study explores teachers’ understanding about ways in which assessment supports learning and teaching within the context of grappling with the new curriculum. It argues that formative assessment, supports a socialconstructivist view of learning and teaching. It suggests that formative assessment functions in a fundamentally different way to summative assessment, and could assist teachers in moving towards a more conceptual approach to learning and teaching. Teachers’ views are explored in focus groups in which teachers discuss their choice and use of either traditional or alternative assessment tasks, in their mathematics lessons. The findings suggest, however, that teachers’ ability to use assessment in this way is influenced by their own views of mathematics learning, their current views of assessment, the amount of support provided in the assessment materials, and the practices of the school. Key words Formative assessment Social constructivist Focus groups Phenomenography Primary school Mathematics Assessment Investigations