Evaluation of teachers' knowledge of the new teaching, learnig and assessment methodologies in selected primary schools
Mediterranean Journal of Social Sciences
College of Education, University of South Africa, PO Box 392, 0003 Unisa, South Africa
The aim of the research was to evaluate teachers' knowledge of new teaching, learning and assessment methodologies. This study was underpinned by constructivist theory. It involved an analysis of the merits and demerits of the implementation of the new teaching, learning and assessment methodologies by teachers in selected primary schools. Qualitative method was used to gather information from the different categories of participants on how teaching, learning and assessment methodologies are implemented. Data were analysed by selecting, comparing, synthesising and interpreting information to provide explanation. It has been established in this study that teachers lack knowledge of learning outcomes and assessment standards. Teachers could not mention the learning outcomes and assessment standards they have planned to address in their lesson plans. The findings revealed that teachers tried to assess learners continuously during lesson presentations. The teacher should know the content, be able to decide on method or teaching approach, level of the learners as well as the learning and teaching support materials to be used in the lesson. Teachers should strive to establish how learners should learn, what teaching and learning activities they will use and how they will check learners' understanding.