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Private primary school teachers' familiarity of assessment adaptation : a case study
Thesis (MEdPsych)--Stellenbosch University, 2020.
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| Other Authors: | |
| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2020
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| _version_ | 1867613798608666624 |
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| access_status_str | Open Access |
| author | Mostert-Hamman, Dedri |
| author2 | Dreyer, Lorna |
| author_browse | Dreyer, Lorna Mostert-Hamman, Dedri |
| author_facet | Dreyer, Lorna Mostert-Hamman, Dedri |
| author_sort | Mostert-Hamman, Dedri |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2020. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/109119 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:51.674Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/109119 Private primary school teachers' familiarity of assessment adaptation : a case study Mostert-Hamman, Dedri Dreyer, Lorna Stellenbosch University. Faculty of Education. Educational Psychology. Educational tests and measurements -- Planning -- South Africa Primary school teachers -- Attitudes -- South Africa Inclusive education -- South Africa Private schools -- South Africa UCTD Thesis (MEdPsych)--Stellenbosch University, 2020. ENGLISH SUMMARY : South Africa has, alongside developments in international education practices, adopted inclusive education as an approach to achieve the objective of quality education for all. The introduction of an inclusive education system has necessitated an adjustment of all processes within education, including assessment. Assessment adaptation is an integral part of the assessment process within inclusive education, as it serves as a measure to ensure that all learners can display their competencies. Teachers, as the implementors of assessment adaptations, need to be familiar with the practice of assessment adaptation to implement these adaptations in their classrooms. This study explores the familiarity that private primary school teachers have of assessment adaptations. The study was conducted as an interpretive case study at a private primary school in Cape Town. Ecological systems theory was used as the theoretical framework for the study and was used to contextualise the information collected. Educational assessment theory was used as the conceptual framework for the study. Data was collected via a questionnaire, semi-structured interview, and focus group discussions. The research findings indicate that teachers expressed a need to obtain knowledge relating to assessment adaptation, particularly practical information, as well as knowledge related to the requirements to implement formal assessment adaptations. Teachers also articulated the need for formalised policies related to assessment adaptation and the necessity of a curriculum that allows for adaptation to be implemented. While teachers generally displayed substantial knowledge of assessment adaptation, it was clear that they doubted their competency to implement these adaptations. This showed that there was a need to reinforce the efficacy of teachers, to clearly articulate the standards against which teachers are measured and the objectives that these teachers need to pursue. AFRIKAANSE OPSOMMING : Suid Afrika het, inlyn met internasionale verwikkelinge in die onderwys, ‘n inklusiewe onderwys stelsel geïmplementeer om kwaliteit onderwys vir almal ‘n realiteit te maak. Die implementering van ‘n inklusiewe onderwys stelsel het verskeie veranderinge in onderwys genoodsaak, insluitend veranderinge in assesseringspraktyke. Assesseringsaanpassings is ‘n noodsaaklike deel van assesseringspraktyke in onderwys, aangesien aanpassings gebruik kan word om te verseker dat alle leerders hulle vaardighede ten toon kan stel. Onderwysers moet bekend wees met assessringsaanpassings, aangesien hulle verantwoordelik is vir die implementering van dié aanpassings. Hierdie navorsingstuk verken die bekendheid van privaatskool-onderwysers t.o.v. assesseringsaanpassings. Die studie is onderneem as ‘n interpetatiewe gevallestudie wat voltooi is by ‘n privaatskool in Kaapstad. Ekologiese sisteemteorie is gebruik as die teoretiese raamwerk vir die studie en as middel om die inligting, soos verkry, binne konteks te plaas. Opvoedkundige assesseringsteorie is gebruik as die konsepsuele raamwerk vir die studie. Inligting is ingesamel d.m.v. ‘n vraelys, semi-gestruktureerde onderhoud en ‘n fokusgroep gesprekke. Die bevindinge van die studie is dat onderwysers aangedui het dat hulle nie die nodige kennis van assesseringsaanpassings het nie. Onderwysers benodig veral praktiese kennis en kennis aangaande die proses om formele assesseringsaanpassings te implementeer. Onderwysers het die nodigheid van formele beleid rakende assesseringsaanpassings beklemtoon asook die nodigheid vir ‘n kurrikulum wat die implementering van assesseringsaanpassings ondersteun. Onderwysers het beduidende kennis van assesseringsaanpassings ten toon gestel, maar het steeds gevoel dat hulle kennis nie voldoende was nie. Hierdie insig beklemtoon dat dit nodig is om onderwysers se waardigheid te beklemtoon. Skole behoort formele riglyne in te stel wat die standaarde waarvolgens onderwysers gemeet word aandui en die doelstellings wat onderwysers moet najaag. Masters 2020-10-14T16:27:47Z 2021-01-31T19:36:09Z 2020-10-14T16:27:47Z 2021-01-31T19:36:09Z 2020-12 Thesis http://hdl.handle.net/10019.1/109119 en_ZA Stellenbosch University xiv, 138 pages ; illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational tests and measurements -- Planning -- South Africa Primary school teachers -- Attitudes -- South Africa Inclusive education -- South Africa Private schools -- South Africa UCTD Mostert-Hamman, Dedri Private primary school teachers' familiarity of assessment adaptation : a case study |
| title | Private primary school teachers' familiarity of assessment adaptation : a case study |
| title_full | Private primary school teachers' familiarity of assessment adaptation : a case study |
| title_fullStr | Private primary school teachers' familiarity of assessment adaptation : a case study |
| title_full_unstemmed | Private primary school teachers' familiarity of assessment adaptation : a case study |
| title_short | Private primary school teachers' familiarity of assessment adaptation : a case study |
| title_sort | private primary school teachers familiarity of assessment adaptation a case study |
| topic | Educational tests and measurements -- Planning -- South Africa Primary school teachers -- Attitudes -- South Africa Inclusive education -- South Africa Private schools -- South Africa UCTD |
| url | http://hdl.handle.net/10019.1/109119 |
| work_keys_str_mv | AT mosterthammandedri privateprimaryschoolteachersfamiliarityofassessmentadaptationacasestudy |