oa South African Journal of Higher Education - Applying formative assessment strategies in the teaching of poetry : an experiment with third-year English Studies students at the University of Limpopo

Volume 33 Number 1
  • ISSN : 1011-3487



One of the most fundamental aspects to effective teaching and learning is formative assessment. Theorists in the field of assessment have recognised the value of formative assessment in higher education. This article reports on an experiment conducted with third-year English Studies students at the University of Limpopo which involved the designing and implementation of a formative task in a poetry class. Detailed feedback on the formative task was provided to students to help them improve their poetry essays. Students’ final essays were then graded following an assessment rubric designed and disseminated to students. The results indicate that the practical implementation of formative assessment strategies led to students achieving high academic performance and acquiring lifelong skills. The study concludes that the innovative application of formative assessment in teaching has the potential to boost transformation in Higher Education Institutions.

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