دورية أكاديمية
Using Online Formative Assessment Tools in Grade 6 Social Sciences during the COVID-19 Pandemic
| العنوان: | Using Online Formative Assessment Tools in Grade 6 Social Sciences during the COVID-19 Pandemic |
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| اللغة: | English |
| المؤلفون: | Marnelda de Beer (ORCID |
| المصدر: | South African Journal of Childhood Education. 2024 14(1). |
| الإتاحة: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Formative Evaluation, Computer Assisted Testing, Grade 6, Social Sciences, Evaluation Methods, Technology Uses in Education, Teacher Attitudes, Barriers, Technology Integration |
| مصطلحات جغرافية: | South Africa |
| تدمد: | 2223-7674 2223-7682 |
| مستخلص: | Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This study explores the experiences of intermediate-phase educators using online tools to enact formative assessment in the teaching and learning of social sciences. This research included a narrow spectrum of socioeconomically diverse schools. Setting: Data were obtained through interviews with a sample of six diverse intermediate-phase educators teaching social sciences from one district in the Gauteng North province. Methods: This research adopted a generic qualitative approach. Themes were derived from the data and five subthemes were identified to report the findings. Results: The results of this study identified factors that prevented the implementation of online formative assessment in the intermediate phase. The data also identified online tools that educators used for online assessment in their classrooms and some barriers. These barriers hindered the participants' ability to provide an interactive and stimulating learning experience for their students. Conclusion: Despite challenges, which included a lack of training and support, as well a lack of trust in their abilities, the participants demonstrated a willingness to incorporate technology in their teaching and assessment. The study highlights the need for ongoing professional development and improved infrastructure and accessibility to support the use of information and communications technology (ICT) in education. Contribution: Based on educators' perceived willingness to make use of ICTs for formative assessments, and their ability to even identify some useful tools themselves, findings contribute to the field of policy implementation related to teaching with technology at this level. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1435398 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2223-7674 2223-7682 |
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