Unpacking the efficacy of a continuous professional development programme to support teachers to use assessment in no-fee schools

  • Toyer Nakadien Cape Peninsula University of Technology,
  • Yusuf Sayed CITE, CPUT
  • Osman Sadeck Cape Peninsula University of Technology,
Keywords: Assessment for learning, CPD, foundation phase, professional development, school management support, subject advisors, teacher training


In 2017, a series of assessment for learning (AfL) workshops were run with 18 Grade 3 foundation phase teachers from five primary schools in the Cape Winelands to enhance their use of AfL to improve teaching and learning. This professional development model comprised six monthly workshops, supplemented by classroom support visits by two of the workshop presenters. Afterwards, participating teachers, subject advisers, management and district officials were interviewed about programme efficacy.


What emerged was that while all stakeholders saw value in this CPD initiative, the subject advisers and teachers felt that they had particularly benefitted from the programme in terms of the training received, training model, materials and follow-up support visits. However, despite the teachers’ enthusiasm, there was a varied level of implementation of AfL practices in classrooms shaped by the context in which the schools were located and their internal dynamics. Affecting the efficacy of the programme – and thus having implication for sustainability – were extraneous factors such as programme timing, competing priorities and school dynamics