‘n Ondersoek na die relevansie van assesseringspraktyke in Lewenswetenskappe in ’n inklusiewe-onderwysbenadering

English: Since the transformation of the South African educational system towards an inclusive education approach, the provision of quality education for all learners have been placed at the foreground. Quality education can be described as access to education whereby all learners receive quality learning, teaching and assessment opportunities. Quality education is determined by the standards/criteria established by the South African Qualifications Authority (SAQA) and in the framework of this study, the Curriculum and Assessment Policy Statement (CAPS) for Life Sciences. Assessment as a component of the Curriculum design model is a key element to determine quality. In an inclusive teaching and learning environment the teacher as one of the co-players will be faced with many challenges to ensure that quality education is maintained. During the teaching, learning and assessment situation, the learner with a high intensity need(s) will require support whereby adaptions will have to be provided. The learner’s support need(s) will be identified and established through the Strategy on Screening, Identification, Assessment and Support (SIAS) program. However not all learners who experience and have barriers will qualify for additional support and adaptations during assessment opportunities. If this is not conducted in a fair manner it will raise questions on the quality of assessment opportunities. To determine the quality of the assessment, data were collected by means of a qualitative research. Three data collecting instruments were used to collect data. Interviews were conducted with Life Science learners and teachers to get insight into their perceptions of the support that was provided. Observations of the Life Science classroom and assessment practice were conducted to determine if all learners received support according to their needs. An analysis of documents, such as: learning activities, homework, tasks, practical worksheets, projects, informal tests, formal tests and summative exams were conducted to determine if the ‘product’ meets the guidelines for assessment standards as prescribed by the CAPS and SAQA. Findings revealed that the current procedures for accommodating and supporting learners with high intensity needs do take place in the inclusive Life Science assessments. Various problems and breaches were however identified which in some instances brought the quality of the assessment into questioning. Appropriate assessment opportunities to accommodate the learner did adhere to some aspects of quality, however findings indicated that the prescribed cognitive levels as indicated by the CAPS were not fully addressed due to more questions at the lower cognitive level being included. Creating a teaching and learning environment which promotes quality learning experiences for the learner, did not fully occur due to prescribed components being absent and not adhering to alignment. The prescribed criteria set for credible assessment opportunities revealed deviations whereby the validity and reliability of some assessment opportunities were questionable because they only partially adhered to the prescribed criteria. Fairness in assessment for instance the provision of adaptations for learners with barriers were also questioned due to some learners not qualifying for adaptations but are also experiencing barriers in the Life Sciences. The general perception of both teachers and learners were positive regarding the provision of support to learners who experience barriers and equal opportunities for participation in assessment. The research findings allowed the researcher to generate recommendations for promoting appropriate procedures for support provision to learners who experience barriers and appropriate assessment opportunities in Life Sciences for an inclusive educational approach.