Abstract:

This study explores educators' perceptions concerning the poor performance of learners at a combined school located in the Motheo District of the Free State. Utilizing a theoretical framework grounded in educational psychology and assessment theory, the research examines performance data from both the Foundation and Senior Phases over two academic terms. The study systematically compares the results of Term 1, which comprised various projects and tests, with the Term 2 examinations, which introduced external examination components. This study is grounded on a theoretical framework which incorporates Vygotsky’s socio-cultural theory and formative assessment principles. Vygotsky's theory underscores the importance of social interactions and cultural context in cognitive development, suggesting that learners' performance can be influenced by their socio-cultural environment and teacher-student interactions. Formative assessment theory, on the other hand, emphasizes the role of ongoing assessments in providing feedback that guides learning improvements. By applying these theories, the research identifies several critical factors contributing to learners' poor performance, including variations in assessment methods and the introduction of external examinations. Findings indicate that discrepancies between project-based and examination-based assessments significantly affect performance outcomes. The study also examines how changes in assessment methods and the nature of external examinations contribute to performance variations, highlighting the need for a more cohesive assessment approach that aligns with learners' developmental needs. The study concludes by offering recommendations for targeted interventions aimed at addressing these performance issues. These include the implementation of consistent assessment strategies that integrate both formative and summative approaches, enhanced professional development for educators on effective assessment practices, and a focus on creating supportive learning environments that accommodate the socio-cultural needs of learners. By addressing these areas, the study advocates for improved educational strategies to enhance learner performance and overall educational outcomes.

Keywords:

Educators' Perceptions, Learners' Performance, Assessment M, Educational Interventions.