Assessment for Learning in Africa (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years

The goal of the ESRC research (ES/NO10515/1): Assessment for Learning in Africa, is on developing teacher assessment strategies that will raise learning outcomes in numeracy to ensure that all children, irrespective of gender... [ view full abstract ]

The goal of the ESRC research (ES/NO10515/1): Assessment for Learning in Africa, is on developing teacher assessment strategies that will raise learning outcomes in numeracy to ensure that all children, irrespective of gender or context, are given the opportunity to learn more effectively. Effective classroom assessment requires trust and dialogue between teachers and children and an environment that nurtures children’s agency in developing knowledge and skills. However, the promise of assessment strategies to bring about better learning is brought into question by early evidence that suggests tensions between the philosophical underpinnings of assessment and classroom practices on the ground: the prevalence of harsh discipline in the research schools, together with huge class sizes. The consequences of such findings on SDG goals to ensure inclusive, equitable and quality basic education will be discussed in the context of supporting effective teacher pedagogies in urban slum primary schools in Tanzania and South Africa.