'n Ondersoek na die relevansie van assesseringspraktyke in Lewenswetenskappe in 'n inklusiewe-onderwysbenadering

[摘要] English: Since the transformation of the South African educational system towards an inclusiveeducation approach, the provision of quality education for all learners have been placed at theforeground. Quality education can be described as access to education whereby all learnersreceive quality learning, teaching and assessment opportunities. Quality education isdetermined by the standards/criteria established by the South African Qualifications Authority(SAQA) and in the framework of this study, the Curriculum and Assessment Policy Statement(CAPS) for Life Sciences. Assessment as a component of the Curriculum design model is akey element to determine quality. In an inclusive teaching and learning environment theteacher as one of the co-players will be faced with many challenges to ensure that qualityeducation is maintained.During the teaching, learning and assessment situation, the learner with a high intensityneed(s) will require support whereby adaptions will have to be provided. The learner's supportneed(s) will be identified and established through the Strategy on Screening, Identification,Assessment and Support (SIAS) program. However not all learners who experience and havebarriers will qualify for additional support and adaptations during assessment opportunities. Ifthis is not conducted in a fair manner it will raise questions on the quality of assessmentopportunities.To determine the quality of the assessment, data were collected by means of a qualitativeresearch. Three data collecting instruments were used to collect data. Interviews wereconducted with Life Science learners and teachers to get insight into their perceptions of thesupport that was provided. Observations of the Life Science classroom and assessmentpractice were conducted to determine if all learners received support according to their needs.An analysis of documents, such as: learning activities, homework, tasks, practical worksheets,projects, informal tests, formal tests and summative exams were conducted to determine ifthe 'product' meets the guidelines for assessment standards as prescribed by the CAPS andSAQA. Findings revealed that the current procedures for accommodating and supporting learnerswith high intensity needs do take place in the inclusive Life Science assessments. Variousproblems and breaches were however identified which in some instances brought the qualityof the assessment into questioning. Appropriate assessment opportunities to accommodatethe learner did adhere to some aspects of quality, however findings indicated that theprescribed cognitive levels as indicated by the CAPS were not fully addressed due to morequestions at the lower cognitive level being included. Creating a teaching and learningenvironment which promotes quality learning experiences for the learner, did not fully occurdue to prescribed components being absent and not adhering to alignment.The prescribed criteria set for credible assessment opportunities revealed deviations wherebythe validity and reliability of some assessment opportunities were questionable because theyonly partially adhered to the prescribed criteria. Fairness in assessment for instance theprovision of adaptations for learners with barriers were also questioned due to some learnersnot qualifying for adaptations but are also experiencing barriers in the Life Sciences. Thegeneral perception of both teachers and learners were positive regarding the provision ofsupport to learners who experience barriers and equal opportunities for participation inassessment.The research findings allowed the researcher to generate recommendations for promotingappropriate procedures for support provision to learners who experience barriers andappropriate assessment opportunities in Life Sciences for an inclusive educational approach.

[发布机构] University of the Free State