Strengthening teachers’ assessment skills for accurate reading inferences and learning support in Grade 3 classrooms

In this study I explored how professional development training impacts Grade 3 teachers’ ability to assess reading proficiency and provide targeted support to enhance learner outcomes in Namibia. An action research methodology was used to plan, engage, and reflect on reading assessment. Data were collected from artifacts gathered during training and teacher reflections in focus groups. Key themes included pacing when taking running record assessment, sign and symbol conventions, and effective data capturing. The main findings reveal teachers’ accuracy in recording running records, assessment influenced by learners’ reading pace, fluency and comprehension of text, and the overall reading levels of Grade 3 learners. The focus group results indicate the need for more effective assessment tools such as running records, consideration of linguistic diversity within the classroom setting, strategies to address the impact of class size on individual reading assessment, and opportunities for training teachers. Further research is recommended to identify teachers’ English language needs and explore integrating linguistic frameworks into teachers’ practices to tailor professional development for improved Grade 3 reading outcomes. The study contributes toward research in professional development to refine teachers’ assessment skills for learners’ literacy development.