An Exploration of Teachers’ Strategies used in Assessing Grade R Learners’ Readiness to Transition to Grade One

Abstract

The purpose of this study was to explore the strategies that teachers use to assess Grade R learners to determine their readiness to transition to Grade One. Assessment involves the process of recording learners’ knowledge, attitudes, beliefs, and skills using measurable conditions. Readiness assessment in Grade R is a fundamental aspect of teaching and learning. It incorporates planning, implementing, interpreting, and reporting to parents and other stakeholders. The study encompassed four Grade R teachers teaching Grade R in two schools in Limpopo Province. Data was generated through face-to-face interviews for the purpose of gathering in-depth understanding. Data was analysed through the thematic analysis method. The study revealed that teachers use the common tools to develop readiness in Grade R. Teachers continuously use formal, and informal assessments and observation to assess the learners’ readiness. They assess a certain group each day doing various activities in different learning areas. Formal and informal assessments are a prerequisite in CAPS (Curriculum Assessment Standard Policy Statements). These strategies will ensure learners’ readiness progress and learning process when entering Grade One.

Keywords

• formal and informal assessment
• beliefs
• curriculum assessment policy statement
• readiness assessment
• observation