The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa

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The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to establish whether the implementation of the formal assessments was aligned with the Curriculum and Assessment Policy Statement requirements. A checklist was used to determine teachers’ implementation of formal assessment. Measures of central tendency were used to analyse data. The results revealed that teachers were not developing the abilities of learners in handling complex mathematical procedures as per the requirements of the policy. This implies that learners lacked the ability to break down mathematical problems into different factors or constituent parts. Learners were given a test instead of a project or investigation. Hence teachers were not promoting cooperative learning which is advocated by the policy. Therefore, teachers should be assisted by knowledgeable colleagues and subject advisors in their adoption and use of assessment. There must be a close examination of the classroom observation tools that are currently being utilised. Classroom observation assists teachers to improve their assessment strategies. The Department of Basic Education should supply tablets to primary schools to promote social constructive interaction amongst teachers and learners to enhance effective teaching and learning.