The introduction of online mathematics assessment as an alternate assessment to facilitate mathematics learning of senior phase deaf and hard of hearing learners

[摘要] ENGLISH ABSTRACT : The difficulties Deaf and H/H learners experience during paper and pencil mathematics assessments as a result of reading, interpretation and language obstacles result in their poor performance in school mathematics. Although assessment accommodation and alternate assessments are prescribed by state policies to eliminate these barriers written tests present, it is limited to read aloud and signed instructions.The primary objective of this study was to determine whether Online Mathematics Assessment (OMA) as an alternate assessment for Deaf and Hard of Hearing Learners in the Senior Phase can eliminate obstacles written mathematics tests present. To achieve this goal; it was necessary to investigate the critical characteristics of OMA specifically those that might provide teachers with insights into the cognitive functions of Deaf and H/H learners. Also, such an OMA should possess specific attributes to mediate the learning processes of these students and to eliminate the obstacles paper and pencil assessments present. The OMA were designed making use of the quiz module in Moodle as well as WIRIS and GeoGebra plugins. These test items were based on the function concept and constructed in line with CAPS (2011).The particular learning theories which had the capacity to promote mediation and knowledge construction i.e. Mediated Learning Experience and Socio-Constructivism were utilized within this study. Moreover, this study adopted a qualitative approach to research and used the different cycles of a Participatory Action Research. The empirical data accumulated during this research study included a variety of data collection techniques. The methods employed consisted of interviews, journal entries, student files and field notes. These text units were transcribed and analyzed making use of a qualitative data analysis software called MAXQDA. Through an in-depth analysis of the text units, three main categories surfaced which included Characteristics of OMA, Mediating the learning process and Potential pitfalls. The findings suggest that OMA has the potential to provide teachers with insights into the cognitive functions and dysfunctions of Deaf and H/H learners, and the mediational attributes can enhance these students' understanding of the function concept.

[发布机构] Stellenbosch University