Inclusive assessment practices in the Western Cape primary schools for learners with diverse educational needs

Abstract

Assessment forms the core strategy in the successful implementation of inclusive education by supporting all the learners in the classroom to allow them to participate in the learning process to achieve academic success. This qualitative study explored how educators in Western Cape primary schools use inclusive assessment methods. A phenomenological approach was used in which data were collected using semi-structured interviews from a purposive sample of educators from schools in the Western Cape Province. Qualitative data from interview transcripts and policy document analysis were analysed using inductive methods. The data were analysed using an inductive data analysis method as proposed by Thomas (2006). This process includes the preparation of the raw data and close reading of the text to help me understand and create themes. This process led to coding and continuous revision and refinement of the themes. The study found that educators believed that some assessments present opportunities to identify their learners’ strengths and weaknesses; the educators had concerns with some assessments used in South African schools, which deprived learners of opportunities to perform well. Furthermore, educators were concerned about the many assessments learners need to cope with in a few months while little learning took place. The study concluded that large volumes of continuous and summative assessments affected the performance of strong learners who obtained marks below average at the end of the year. Secondly, educators were aware of the effect of assessment methods and that assessments do not serve the purposes required for differentiated learning.