An Exploration of Teachers’ Strategies used in Assessing Grade R Learners’ Readiness to Transition to Grade One
Mapule Yvonne Segooa 
& Habasisa Vincent Molise
Issue: Vol.4 No.13 Article 18 pp.1605 – 1614
DOI: https://doi.org/10.38159/ehass.202341318 | Published online 10th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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.
Keywords: Formal and Informal Assessment, Beliefs, Curriculum Assessment Policy Statement, Readiness Assessment, Observation
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Mapule Yvonne Segooa is a method of teaching literary (Sepedi & English) lecturer for years 1,2,3, and 4 Foundation Phase student teachers at the University of Limpopo. Mapule is a completed PhD student waiting for results from the University of South Africa. Mapule believes that analytical and written skills are fundamental parts of academic excellence and inspiration for critical thinking in students and beyond. Mapule is the best portfolio teacher for 3 consecutive years, a children & literature writer, and a resource developer who instills these skills in students for the future in their various classes. Mapule holds a B.Ed. Foundation phase degree from University of the Witwatersrand, B.Ed. (Hons) Management University of Natal, B.Ed. (Hons) Early Childhood Development University of South Africa, Masters Education University of the Free State. Her passion as a teacher comes from a lifelong obsession with ensuring that the Foundation phase learners are equipped with skills of reading and writing meaningfully, from a young age.
Habasisa Molise (PhD Student) is a Lecturer: School of Education, Department of Education Studies at the University of Limpopo, South Africa. He holds a Master’s Degree in Curriculum Studies. His research interests focus on Commerce Education.
Segooa, Mapule Yvonne & Molise, Habasisa Vincent. “An Exploration of Teachers’ Strategies used in Assessing Grade R Learners’ Readiness to Transition to Grade One.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1605 – 1614. https://doi.org/10.38159/ehass.202341318
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
