Exploring Learners’ Conceptions on Teachers’ Assessment Policy in the Intermediate Phase English First Additional Language Classes in a South African School

The study explored Grade 6 English First Additional Language (EFAL) learners’ conceptions on the teachers’ assessment strategies in Grade 6 EFAL classes in South African schools. This research focused on Grade 6 EFAL in the intermediate phase. In this research, the term strategies was used to mean policy. Vygotsky’s 1978 socio-cultural theory underpins the study. This is an ethnographic inquiry using a single case study design. Data were collected using focus-group interviews with Grade 6 EFAL learners. Data was analysed thematically. The results confirmed that these learners enjoyed learning the language and using it as a LoLT. The results show that positive attitude of learners promoted, encouraged and motivated them to learn. The results revealed that most learners at Grade 6 level are not proficient readers. It can be concluded that lack of resources adversely affects teaching and learning, negatively affecting learner performance. It is recommended that the independent school establish a library and ensure that there are enough books for all learners to improve their reading proficiency skills. More reading time should be allocated by DBE to provide learners with ample time to practice reading. Teachers must be properly trained in order to understand assessment and assessment strategies. Universities training teachers should teach ‘assessment’ as a module not as a component.