The study reported on here was conducted to explore, identify, and understand formative assessment tools, strategies and practices used by primary school teachers to enhance effective teaching and learning. The study was conducted in the Groot Letaba and Shamavunga circuits in the Mopani district of the Limpopo province, South Africa. This study was based on the attribution theory, constructivist paradigm, phenomenological design and the qualitative research approach. A purposeful sampling method was used to select 4 teachers who participated in this study. Individual interviews and observation were used to collect qualitative data from all the participants. The thematic data analysis method was used to analyse all the collected data. The findings reveal that the participating teachers in all schools used formative assessments to assess learners and improve teaching and learning. The findings also reveal the challenges experienced by teachers and learners and the use of formative assessment as the most suitable strategy for effective learner assessment. The findings of this study significantly contributed to insights by all major stakeholders of the schools, namely, teachers, learners, parents and the Department of Basic Education. The findings of this study will assist teachers in improving learners’ assessment and academic performance. Therefore, it is recommended that instructional leaders improve learners’ formative assessment by arranging professional development sessions and assisting the teachers in designing assessment practices, strategies and tools.

https://doi.org/10.15700/saje.v45n3a2471

ORCiD iDs of authors:
Abbey Abel Ngamba – https://orcid.org/0009-0006-9831-9889
Mutendwahothe Walter Lumadi - https://orcid.org/0000-0003-0121-7386