Physical Sciences Learners' Understanding and Experiences of Formative Assessment in Classroom Practice

Formative assessment has gained increasing attention in recent educational discourse due to its potential to enhance learning by providing timely and constructive feedback. However, there remains a limited understanding of how learners themselves experience and interpret formative assessment, particularly within under-resourced contexts. This qualitative study investigates the perceptions and experiences of Grade 10 Physical Sciences learners regarding formative assessment in five secondary schools located in the uMkhanyakude district. Using Bandura’s Social Cognitive Theory as the guiding framework, the study purposively selected ten participants—two from each school—via random sampling. Data were collected through semi-structured focus group interviews and thematically analyzed. Findings strongly suggest that while formative assessment can motivate learners and promote self-awareness about their academic progress, inconsistent implementation and lack of clarity in feedback often hinder its effectiveness. The study highlights critical gaps in practice and recommends that educators adopt learner-centred formative assessment strategies that foster self-regulated learning and deeper content comprehension.