FORMATIVE AND SUMMATIVE ASSESSMENT PRACTICES BY TEACHERS IN EARLY CHILDHOOD EDUCATION CENTRES IN LUSAKA, ZAMBIA

Authors

  • Stella Lungu University of Zambia, Department of Educational Psychology, Sociology and Special Education, Zambia
  • Beatrice Matafwali University of Zambia, Department of Educational Psychology, Sociology and Special Education, Zambia
  • Madalitso K. Banja University of Zambia, Department of Educational Psychology, Sociology and Special Education, Zambia

DOI:

https://doi.org/10.46827/ejes.v8i2.3549

Keywords:

authentic assessment, early childhood education, early childhood education curriculum, formative assessment, summative assessment

Abstract

The paper discusses formative and summative assessment practices by teachers in ECE Centres in Lusaka, Zambia. The study used a mixed methods design by utilizing a concurrent triangulation design which enabled the researchers to converge quantitative and qualitative data. In addition, the design helped to confirm and cross-validate the study findings. Qualitative data was prioritised over quantitative data. Probability and non-probability sampling techniques were used to sample one hundred and two (102) teachers, ten (10) head teachers and one hundred and twenty-five (125) parents. Questionnaires were used to gather data from teachers and parents, Focus Group Discussion Guides (FGDs) were used to interview teachers whilst Interview guides were used to interview head teachers. A Documentary Analysis Guide and an Observational Checklist were used by the researcher to obtain additional data on assessment practices by teachers from a documentary and observational point of view. Descriptive statistics were computed to analyse quantitative data whilst thematic analysis was used to analyse qualitative data using a framework approach of qualitative data analysis. Results revealed that the most predominantly implemented summative assessments in ECE Centres were mid-term tests and end of term tests. Teachers also used formative assessments such as homework, oral questioning, collection of samples, portfolios and interview guides. However, teachers failed to adhere to the actual norms of formative assessment such as tracking of individual children’s development, learning needs and achievements so as to adapt instruction accordingly. Consequently, the assessment results were often compromised. Finally, the study recommends that Ministry of General Education should conduct capacity building training programmes for teachers on formative and summative assessment practices in ECE to ensure effective implementation of both formative and summative assessment in ECE Centres. 

 

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Author Biographies

  • Stella Lungu, University of Zambia, Department of Educational Psychology, Sociology and Special Education, Zambia
    Stella Lungu is PhD student (Sociology of Education) in the Department of Educational Psychology, Sociology, and Special Education at the University of Zambia. She is a holder of a Master of Education in Sociology of Education and a Bachelor of Arts with Education (B.A. Ed) degree from the University of Zambia. Stella has taught secondary school students for several years. She has also taught Early Childhood Education (ECE) teachers at tertiary level for more than ten years. In addition, Stella has taught and tutored on part-time basis at the University of Zambia for over five years. She has also participated in a number of research activities in the field of Early Childhood Education and Education studies.
  • Beatrice Matafwali, University of Zambia, Department of Educational Psychology, Sociology and Special Education, Zambia
    Beatrice Matafwali (PhD) obtained a PhD in Special Education from the University of Zambia /Leiden University in the Netherlands. She also holds several other professional qualifications from various disciplines. Dr. Matafwali is a Senior Lecturer at the University of Zambia in the Department of Educational Psychology, Sociology and Special Education. She has over 15 years of professional experience as a lecturer and researcher. She has conducted extensive research in Literacy, Early Childhood Development, Child Assessment, Special Education and Education studies.
  • Madalitso K. Banja, University of Zambia, Department of Educational Psychology, Sociology and Special Education, Zambia
    Madalitso Khulupirika Banja obtained a PhD in Sociology of Education from the University of Zambia where he works as a teacher educator. His topic (thesis) was around the mentoring of newly qualified teachers in Zambian secondary schools. Dr. Banja has authored Teachers as agents of Pupil Indiscipline (2013), and has also edited Selected Readings in Education (2017) and Selected Readings in Education Volume 2 (2019) and is currently working on another book tentatively titled The Management of Newly Qualified Teachers in Africa; policies, practices, challenges and future trends. In addition, Dr. Banja has written several book chapters and articles in peer referred journals mostly on matters surrounding the professional development and mentoring of newly qualified teachers. He has presented papers at international fora including the World Congress on Sociology (2010), the Distance Education and Training in Africa (2013, 2015 and 2017), African Teachers’ Regulatory Authority (AFTRA, 2016) and the Southern African Comparative History and Education Society (SACHES, 2014 and 2017). He has won a number of awards including the Council for the Development of Social Science Research in Africa (CODESRIA) Award for Small Thesis Writing in 1999 and in 2010. In 2010 and 2012 he also won the Organisation of Social Science Research in East Africa (OSSREA) PhD Research Methodology Training Award. His passionate desire is for collaboration in research and publication among African scholars.

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Published

2021-01-23

Issue

Vol. 8 No. 2 (2021)

Section

Articles

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