Abstract:

Assessment forms the core strategy in the successful implementation of inclusive education, particularly in supporting all the learners in the classroom to allow them to participate in the learning process so that they can achieve academic success. If teachers are to successfully support learners in the classroom through various teaching and learning strategies need various inclusive education assessments methods to be considered. This qualitative study explored how educators use inclusive assessment methods in the purposively sampled Western Cape Province primary schools in South Africa. The semi-structured interviews and document analysis were used as methods to solicit data. Results of this empirical study were obtained using qualitative procedures. The theory underpinning this study is a Gardner’s Multiple Intelligence Theory which was aimed at assisting the researchers with data explication and analysis findings of the study demonstrated that educators incorporate small groups when assessing the learning outcomes. The content in the ability groups is divided and specific, this means that the teachers understand that learners are different. Differentiation in teaching has been shown in this study as agreeing with Multiple Intelligent theory to stimulate growth in learning. This study concludes that the impact of various assessment methods used is known, however, the challenge is that the purposes of the used various assessments do not ultimately speak to the MI as well as not entirely accommodative to the IE settings. This study suggests that, to aid the above concern, teachers should be exposed to various assessment strategies and alternative assessments which will help emphasize learner independence and choices; intrinsic motivators and natural curiosity; rich, timely, usable feedback coupled with occasions for reflection and active involvement in real-world tasks.

Keywords:

Alternative assessment strategies, inclusive assessment, academic success, diverse needs, differentiation, reflection.