Novice teachers' practices of grade 10 Life Sciences CAPS assessment in two Gauteng township high schools

Abstract

This study employs the qualitative method to investigate the CAPS assessment practices of novice teachers in two township high schools. It is centered around novice teachers’ understanding and practices of quality assessment in grade 10 Life Sciences. By means of semi-structured interviews of four novice teachers and classroom observations, this study inquiries into how novice teachers engage and implement assessment practices considering the challenges they experience particularly with CAPS. The structure, agency and culture theoretical framework by Archer provided an understanding to access the findings of this study which, indicate that novice teachers adopt and conform to traditional methods of assessment within the school, they experience limited involvement in assessment planning and design which is controlled by the Department of Education (DoE) which hinders them the opportunity to develop their assessment literacy. However, novice teachers use formative assessments to keep track of learners’ understanding of Life Sciences content knowledge and identify where there is a need for teacher intervention. The findings further reveal that novice teachers’ assessment practices are shaped and influenced by the existing school culture and pressures from external institutions such as the DoE which limits agency and influence their decision making in assessment practices. Consequently, this study recognizes a gap in professional development expressed by novice teachers, whereby they emphasize a need for workshops focusing on their assessment literacy development and support from Head of Departments (HOD) regarding the improvement of assessment practices. In this study, special attention is drawn to the significance of assessments that are relevant to the learners’ everyday lives, experiences and societal needs, with the intention of providing them with scientific knowledge and skills that are essential to their participation in society.