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. • Assessment 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 short breaks may be given 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 them 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 can be available in Braille or enlarged with bold text. • Assessment can include the use of dictaphones or computers with voice synthesisers. • The forms of assessment used should be appropriate for age and developmental
levels. 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.
Recording and reporting assessment
Recording Recording is the process whereby the teacher documents the learner’s level of performance in a specific assessment task. These records indicate the learner’s progress towards the achievement of knowledge as prescribed in the curriculum. Records of learner performance should be used to verify the progress made by teachers and learners in the teaching and learning process. Use the following rubric to assess practical tasks.
Assessment criteria
Aim Hypothesis – – 3 marks 2 marks
Aim stated clearly and accurately
Hypothesis stated clearly and accurately
19 1 mark
Aim present, but not accurate
Acceptable hypothesis present
0 marks
Aim incorrect/not present
Hypothesis incorrect/not present
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