| Summary: | The study examined the relationship between grade five natural sciences teachers’ perceptions and their use of questioning for formative assessment (FA). Literature indicates that formative assessment improves both teaching and learning. This study was conducted with thirty-three teachers from a district in Gauteng Province. They responded to a questionnaire in which they gave their opinions about questions and formative assessment. Their responses were documented quantitatively. Lesson observations were also conducted in two teachers’ classes, in the same district, to establish the relationship between questioning practices and perceptions. Teacher questions were quantitatively analysed using Anderson/Bloom’s Taxonomy (2005). Lesson transcripts and field notes of the recorded lessons were qualitatively analysed and discussed in themes. Findings based on the questionnaire indicated that most teachers had a poor understanding of formative assessment and were unaware of its teaching and learning benefits. In practice, the two observed teachers mostly used factual and conceptual knowledge questions but worked differently with learner responses. The observations indicate that questions, irrespective of their categorisation, could be more effectively used for formative assessment purposes. The study indicated that teachers believed that a role is played in the questioning practices by, for instance, learner language competency, socio-economic factors and lack of teacher reflection.
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