Task 1 Information text with visuals
Listening comprehension (Listens to and speaks about a text)
Language Structures and Conventions taken from a text Reads aloud
Reflects on text read independently
Writes a report TOTAL
Inclusive assessment
Teachers need to be caring and compassionate and show empathy to learners to ensure curriculum accessibility. It is important that teachers do not focus on and reinforce difference. They should work at achieving a balance between meeting individual needs and helping learners achieve the required standards. This means that it is necessary to address the learning barrier, not compensate for it. This is an essential part of providing learner support. Although there are many barriers to learning,
teachers must identify and build on the strengths of learners in order to affirm their uniqueness. All learners need to experience success. Opportunities for success should therefore become an important aspect of your planning. Support should be seen as an integral part of the learning and teaching process, and assessment can never be seen as separate from this process. Teachers need to ask themselves the following
important questions concerning their assessment practices when planning their assessment activities
and strategies: • What concept, skills and knowledge are to be assessed?
• What should learners know? • At what level should learners be performing? • What type of knowledge is being assessed, i.e. reasoning, memory or process?
• Are assessment practices non-discriminatory? • Is gender equity promoted? • Is equal attention paid to both boys and girls? • Is the learning environment physically and emotionally safe?
• Are there opportunities for all learners to experience success?
• Are assessment practices aimed at increasing learning and participation, and minimising exclusion?
40
Task 2
Mark % Task 2 (End of the year examination)
20% Paper 1: Oral: Reading, listening & speaking
20% 30% 100% TOTAL 100%
• Do the assessment approaches attempt to minimise the categorisation of learners?
15% Paper 2: Writing: essays and transactional texts
15% Paper 3: Language in context
Mark % 30%
20% 15%
35%
• Are ranges of assessment strategies used to allow all learners to display their skills?
• Have environmental influences such as poverty and trauma been taken into account during the assessment process?
Teachers need to develop adaptive and alternative methods to assess learners with barriers to learning, so that learners are given opportunities to demonstrate competence in ways that suit their needs. Here are some examples of how to assess these learners while still maintaining the validity of
the assessment. • Some learners may need concrete apparatus for a longer time than their peers.
• Assessments tasks, especially written tasks, may have to be broken up into smaller sections for learners who cannot concentrate or work for a long time, or they may be given short breaks during the tasks. Learners can also be given extra time to complete tasks.
• Some learners may need to do their assessment tasks in a separate venue to limit distractions.
• A variety of assessment instruments should be used, as a learner may find that a particular assessment instrument does not allow him/her to show what they can do.
• Are all learners treated fairly, particularly those who experience barriers to learning or have different learning styles?
• In the Intermediate Phase, the inability to read should not prevent learners from demonstrating their literacy competencies, because this produces misleading results that are of no use to the learner, the teacher who has to plan the Learner’s learning sequence, and the education authorities who have to identify problems in the education system.
• Learners who cannot read can have tasks read to them and they can orally dictate answers. Assessment can also include a practical component in which learners can demonstrate their competence without having to use language.
• A sign language interpreter can be used. • Assessment tasks could be available in Braille or
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