Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer
| dc.contributor.advisor | Collair, Lynette | en_ZA |
| dc.contributor.author | Coetzee, Sarah Johanna | en_ZA |
| dc.contributor.other | University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology. | en_ZA |
| dc.date.accessioned | 2011-02-25T14:16:10Z | en_ZA |
| dc.date.accessioned | 2011-03-14T08:42:36Z | |
| dc.date.available | 2011-02-25T14:16:10Z | en_ZA |
| dc.date.available | 2011-03-14T08:42:36Z | |
| dc.date.issued | 2011-03 | en_ZA |
| dc.description | Thesis (MEdPsych)--University of Stellenbosch, 2011. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper 6 for Inclusive Education (Department of Education, 2001, p.49) states that the principle of inclusion is applicable to the assessment process in: considering special circumstances, the adaptation of assessment tasks, the adaptation of the time allocated for the completion of a task, individual assessment strategies and techniques, and the provision of extended opportunities. This study therefore aimed to understand educators' experiences of adapted assessment in the inclusive classroom and to gain insight into the challenges encountered and the support needed. The researcher worked from an interpretive paradigm. An action research design was used, as action research attempts to actively involve participants in the research process. A qualitative research methodology was followed and included the following: purposive sample selection to identify research participants, open questionnaires, individual and focus group interviews and field notes to generate data, and content analysis to analyze data. Research findings indicate that educators experience the use of adapted assessment positively, because of the space it provides to meet individual needs and address barriers to learning in the inclusive classroom. Furthermore, it became evident that educators need support and guidance to adapt assessment to the individual needs of learners appropriately. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Assessering in 'n inklusiewe klaskamer stel bepaalde uitdagings aan die opvoeder. Daar ontstaan 'n behoefte vir die aanpassing van assessering as gevolg van die diversiteit van leerderbehoeftes. Een standaardvorm van assessering voldoen nie aan die individuele behoeftes wat weens die invloed van verskillende hindernisse op leerders bestaan nie. Die strewe na menseregte, demokratiese beginsels en die bevordering van gelykheid is juis gelee binne die erkenning dat die verskille van alle leerders in ag geneem moet word, ook tydens die proses van assessering. Met verwysing na Onderwys-witskrif 6 vir Inklusiewe Onderwys (DoE, 2001, p.49), moet die beginsel van inklusie tydens die assesseringsproses geld: die inagneming van spesiale omstandighede, die aanpassing van assesseringtake, die aanpassing van die tyd wat toegelaat word vir die voltooiing van take, individuele assesseringstrategiee en -tegnieke en die daarstelling van uitgebreide geleenthede. Daarom het hierdie studie gepoog om die opvoeder se ervaring van aangepaste assessering in 'n inklusiewe klaskamer te verstaan en insig te bekom met betrekking tot die uitdagings wat hulle ondervind en die ondersteuning wat hulle benodig. Die navorser het binne 'n interpretivistiese paradigma gewerk. 'n Aksienavorsingsontwerp is gebruik, omdat dit ten doel het om die deelnemers aktief betrokke te maak by die proses van navorsing. 'n Kwalitatiewe navorsingsmetodologie is gebruik en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste, individuele onderhoude, fokusgroeponderhoude en veldnotas om data te genereer, en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die opvoeders se ervaring van die gebruik van aangepaste assessering positief was, juis omdat dit voldoen aan die individuele behoeftes wat in 'n inklusiewe klas ontstaan. Uit die studie was dit egter duidelik dat opvoeders leiding en ondersteuning benodig om die assessering toepaslik aan te pas by die behoeftes van die individu. | af_ZA |
| dc.format.extent | xiii, 197 p. : ill. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/6800 | |
| dc.language.iso | af_ZA | en_ZA |
| dc.publisher | Stellenbosch : University of Stellenbosch | en_ZA |
| dc.rights.holder | University of Stellenbosch | |
| dc.subject | Inklusiewe onderwys | en_ZA |
| dc.subject | Leerhindernisse | en_ZA |
| dc.subject | Assessering | en_ZA |
| dc.subject | Aangepaste assessering | en_ZA |
| dc.subject | Theses -- Educational psychology | en_ZA |
| dc.subject | Dissertations -- Educational psychology | en_ZA |
| dc.subject.lcsh | Inclusive education -- South Africa -- Evaluation | en_ZA |
| dc.subject.lcsh | Educational tests and measurements -- Evaluation | en_ZA |
| dc.subject.lcsh | Curriculum-based assessment | en_ZA |
| dc.title | Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer | en_ZA |
| dc.type | Thesis | en_ZA |