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Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools
Thesis (PhD (Early Childhood Education))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613664404570112 |
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| access_status_str | Open Access |
| author2 | Thuketana, Nkhensani Susan |
| author_browse | Thuketana, Nkhensani Susan |
| author_facet | Thuketana, Nkhensani Susan |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Early Childhood Education))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100453 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:44.581Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100453 Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools Thuketana, Nkhensani Susan etizevbigie@gmail.com Izevbigie, Etinosa UCTD Sustainable Development Goals (SDGs) Differentiated assessment Inclusive education Foundation phase Multiple intelligence Nigeria South Africa Comparative analysis Mainstream schools Thesis (PhD (Early Childhood Education))--University of Pretoria, 2024. Equity in mainstream schools has been declared the heart of the United Nations (UN) 2030 Agenda. The agenda expects mainstream schoolteachers’ assessment practices to ensure inclusive and equitable quality education that promotes lifelong learning opportunities for all. In line with the 2030 Agenda, this study investigated and compared how Nigerian and South African Foundation Phase (FP) mainstream schoolteachers understand and differentiate their classroom assessments to promote equitable practices for all learners. Additionally, the study examined the support mainstream schoolteachers require and get from the School-Based Management Committee (SBMC) in Nigeria and District-Based Support Teams (DBST) in South Africa to implement inclusive assessment policies in their classrooms. The theory based conceptual framework that guided this study comprised the Capability Approach, which served as the lens for understanding equity and fairness of assessment policies and practices in mainstream schools. Gardner’s theory of Multiple Intelligences served as the lens to investigate how assessment can be differentiated to promote equitable practices for all learners, including learners with special education needs. Lave and Wenger’s Community of Practice (CoP) was used to elucidate teacher support and professional partnership in mainstream schools for the effective implementation of differentiated assessments. The study adopted a pragmatism paradigm within an explanatory, sequential mixed methods design and employed a convenience sampling strategy to select 100 FP mainstream schoolteachers from Nigeria and South Africa. In addition, 10 FP teachers were interviewed in each country, and important assessment policy documents such as the National Policy for Education in Nigeria and the Curriculum Assessment Policy in South Africa were analysed to answer the research questions. The study’s findings based on the participants’ perceptions and lived experiences were used to propose a framework to promote the implementation of differentiated assessment as an inclusive framework for each country. UP Postgraduate Bursary Early Childhood Education PhD (Early Childhood Education) Unrestricted Faculty of Education SDG-04: Quality Education 2025-02-03T19:03:53Z 2025-02-03T19:03:53Z 2025-04 2024-09 Thesis * A2025 http://hdl.handle.net/2263/100453 https://10.25403/UPresearchdata.28332377 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Differentiated assessment Inclusive education Foundation phase Multiple intelligence Nigeria South Africa Comparative analysis Mainstream schools Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools |
| title | Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools |
| title_full | Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools |
| title_fullStr | Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools |
| title_full_unstemmed | Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools |
| title_short | Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools |
| title_sort | differentiated assessment as an inclusive framework for equitable practices in nigerian and south african schools |
| topic | UCTD Sustainable Development Goals (SDGs) Differentiated assessment Inclusive education Foundation phase Multiple intelligence Nigeria South Africa Comparative analysis Mainstream schools |
| url | http://hdl.handle.net/2263/100453 https://10.25403/UPresearchdata.28332377 |