Abstract:

Feedback is widely believed to be central to learners’ learning and achievement. This qualitative case study explored feedback practices from teacher’s perspective in the multi-grade context. This article reports on the small-scale research conducted in two provinces of South Africa, with the aim of exploring assessment practices in multi-grade schools. The population in this study comprised of multi-grade teachers in eight primary schools in two provinces – four schools in each province. Data were collected from eight multi-grade teachers and principals through semi-structured interviews, observations and document analysis. The study revealed that feedback of the participants is understood “feedback” to be marks and correct answers; the timing of feedback varied from one participant to another. The participants used both negative and positive comments. A central argument made in this paper is that feedback processes are complicated and teachers’ ongoing professional development needs to focus on feedback practices, which can be influenced by in-service training. This article further recommends feedback literacy for both learners and teachers, so that maximum benefit can be derived from feedback practices.

Keywords:

Assessment, feedback, multi-grade, conceptualisation, literacy, timing of feedback.