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Abstract:
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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. |