Inclusive assessment


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.


• 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 enlarged with bolded text. • Assessment can include the use of Dictaphones or computers with voice synthesisers.


• The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.


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