The Namibian portfolio for languages: a tool for formative assessment in Namibian secondary schools
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Date
2016
Authors
Zannier, Aurelie
Lumbu, Simon D.
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
The notion of learner-centred education has received praise since its inception in the Namibian education system in the early 1990s. This development provided a need for restructuring the process of teaching-learning, the nature of the curriculum, materials and assessment. The Education for All document similarly advocates for the regulation of formative assessment since the early years of the new Namibia. Little evidence suggests that the practical integration of formative assessment has not been concretely defined. In a learner-centred approach,
formative assessment is crucial. Whereas it can be generally accepted that formative assessment is at the core of assessment in most language classrooms, it remains unclear whether assessment is more summative than formative. While learners’ marks are indicative of summative assessment, there is no tool to form the basis for the implementation of formative assessment and teacher feedback on their learners’ formative assessment. A team of teachers of French as a foreign language in Namibia viewed the introduction of a portfolio for languages
as a practical tool for teachers and learners in order to implement formative assessment. This paper presents the use of the Namibian Portfolio for Languages as a pedagogical tool for self-assessment.
Description
Keywords
Namibian portfolio, Formative assessment
Citation
Zannier, A., & Lumbu, S.D. (2016). The Namibian portfolio for languages: a tool for formative assessment in Namibian secondary schools. Journal for Studies in Humanities and Social Sciences, 5(1), 156-162.