International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue I, January 2021 | ISSN 2454–6186

Early Childhood Development teachers` perceptions of assessment of learners: A case of Mutare District, Zimbabwe.

Manzunzu Nomatter¹, Manzunzu Gladys²
1Lecturer, Midlands State University, Department of Educational Foundations and Primary Education

Abstract

The study investigated the teachers’ perceptions on assessing ECD learners. The main objective of the study was to establish how ECD teachers perceive assessment of learners. A qualitative approach was used. A multiple case study was adopted so as to develop information that is accurate and interpretable on assessment problems in ECD centres. Seven ECD teachers were purposively selected. Guided by the MacMillan theory, data was collected through document analysis, observation and semi-structured interviews. Data was analysed in themes that were derived from the research questions. The study depicted that teachers had negative perceptions on assessment in ECD. Teachers graduating from colleges were not fully equipped in terms of assessment. The study also revealed that teachers kept record books mostly because it was a national policy requirement without providing necessary details in the record books. Continuous staff development and appropriate deployment in classes were recommended in order to improve the teachers` perceptions on ECD assessment.

Key words: Assessment, Early Childhood Development, Developmentally Appropriate practices, Perceptions

Introduction

The study investigated teachers’ perceptions on assessing ECD learners. In this case, teachers’ perceptions of assessment influence/affect how teachers assess learners at ECD level. According to Gardner and Galanouli (2016) teachers’ perceptions act as a framework through which a teacher views, interprets and interacts with the teaching environment. (OECD, 2013) state that research suggests that teacher perceptions of teaching, learning and assessment strongly influence how they teach and assess learners. Children are born with the innate nature of thriving to make sense of their world. They are naturally curious and above all, that is how they successfully grow. As such assessment is an integral part of the curriculum.