Masters Degrees (School of Education Studies)
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Browsing Masters Degrees (School of Education Studies) by Subject "Adaptive assessment methods"
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Item Open Access 'n Ondersoek na aangepaste assesseringsmetodes vir leerders met hindernisse tot leer in primêre skole in the Motheo-distrik(University of the Free State, 2007-11) Mol, Anna Martha; Huysamer, B. F.; Kotzé, G. S.English: Worldwide, governments and other interested parties in education advocate quality education as well as education for all. This implies that teaching cannot merely be seen as the teaching of subject content and the mastering of knowledge on a cognitive level. Other aspects, such as skills, values, attitudes, the diversity of learners, differentiation and inclusive teaching methods are also being emphasised. This can be seen in the changes that occurred in the South African education system during the last eleven years. The above mentioned implies that teachers need to apply inclusive teaching methods, which includes adaptive assessment. This research is a descriptive qualitative and quantitative study with the aim to determine to what extent adaptive and alternative methods of assessment are being used by teachers to accommodate learners with barriers to learning and development. The influences on, shortcomings and necessity of adaptive and alternative assessment methods, have also been investigated. In order to achieve the goal of the study, a literature overview and empirical research have been conducted. The literature overview focuses on assessment in an outcomes based/inclusive context. The purpose of the literature is twofold: 1) to provide the necessary background knowledge regarding the necessity of the use of adaptive and alternative assessment methods; and 2) to give suggested guidelines to teachers in the implementation of adaptive assessment methods in order to accommodate learners with barriers to learning and development. In order to successfully implement these methods of assessment, it is essential that teachers have knowledge of outcomes based assessment, multilevel teaching, barriers to learning and development and inclusive teaching methods, which includes adaptive assessment. The empirical research has been conducted by means of two sets of questionnaires. One set of questionnaires was given to selected primary schools in the Motheo district, while the other set of questionnaires was completed by the district-based support team of the Motheo district. The findings of the empirical research show that teachers and district officials do not have the necessary knowledge and understanding regarding the relevant policy documents to implement inclusive teaching methods successfully. A significant number of the teachers and district officials also did not receive any training in inclusive teaching methods. The support teams that are supposed to be in place according to White Paper 6 do not function as desired. Although the respondents indicated that adaptive and alternative methods of assessment are being used in schools, it has been clear from the research that the respondents don’t really know what these types of assessment methods entails and that they are not aware of the different types of alternative and adaptive assessment methods. The study also revealed that teachers and district officials require essential and applicable training in order to implement inclusive teaching methods, including adaptive and alternative assessment methods, in schools. The conclusion was reached that alternative and adaptive methods of assessment are not effectively being used in schools to accommodate learners with barriers to learning and development.