dc.contributor.advisor |
Thuketana, S.N. |
|
dc.contributor.postgraduate |
Izevbigie, Etinosa |
|
dc.date.accessioned |
2021-11-24T13:58:55Z |
|
dc.date.available |
2021-11-24T13:58:55Z |
|
dc.date.created |
2022-04 |
|
dc.date.issued |
2021 |
|
dc.description |
Dissertation (MEd (Early Childhood Education))--University of Pretoria, 2021. |
en_ZA |
dc.description.abstract |
The need for classroom assessment to be differentiated is gradually gaining
momentum in mainstream schools around the globe. Differentiated assessment
takes appreciation of the diverse and special needs of learners and seeks to
accommodate them. Thus, promoting learners’ access to the curriculum. The
Department of Basic Education (DBE) in South Africa makes provisions through
the Curriculum and Assessment Policy Statement (CAPS) document and
assessment guidelines to manage schools’ assessment practices. However, most
teachers still use the traditional and standardised approaches to classroom
assessments, which the literature criticises as an unfair approach. Although
standardised approaches to classroom assessment appear superficially unbiased,
it has proven to be exclusive and discriminatory with deeper scrutiny. This study
investigated Foundation Phase mainstream schoolteachers’ perception regarding
differentiated assessment and their support requirements from the District Based
Support Teams (DBSTs). Non-probability purposive sampling was used to identify
two mainstream primary schools in Eersterust, Gauteng Province, and five
Foundation Phase teachers, two being the departmental heads as the
participants. Two Foundation Phase teachers in school 1 and three Foundation
Phase teachers in School 2. The study adopted a qualitative multiple case study
design within an interpretivist paradigm. The conceptual framework draws from
the Psychometric Theory which served as the lens through which standardised
one-size-fits-all assessment was analysed. Vygotsky’s Zone of Proximal
Development, and Piaget’s cognitive development theory, provided insights into
learners’ cognition. Furthermore, Sen and Nussbaum’s capability approaches
served as the lenses for understanding the fairness of assessment policies and
practices in mainstream schools. Finally, Lave and Wenger’s Community of
Practice provided the lens to understand teacher support needs and partnerships
with the DBSTs within the participants' sociocultural contexts. The data was
collected through semi-structured interviews, non-participant observation and
document analysis. The findings suggest that the Foundation Phase teachers had
a limited perception regarding differentiated assessment, which was hinged on
Bloom’s taxonomy. The findings further revealed that the teachers are not
adequately supported by the DBSTs in differentiating assessment in their classrooms. It was recommended that mainstream schoolteachers be trained on
the meaning and purpose of differentiated assessment and be shown practical
ways to differentiate assessment in their classrooms to cater to learners' diverse
needs. |
en_ZA |
dc.description.availability |
Unrestricted |
en_ZA |
dc.description.degree |
MEd (Early Childhood Education) |
en_ZA |
dc.description.department |
Early Childhood Education |
en_ZA |
dc.identifier.citation |
Izevbigie, E 2021, Perceptions of Foundation Phase mainstream school teachers
regarding differentiated assessment, MEd dissertation, University of Pretoria, Pretoria, viewed yyyymmdd http://hdl.handle.net/2263/82832 |
en_ZA |
dc.identifier.other |
A2022 |
en_ZA |
dc.identifier.uri |
http://hdl.handle.net/2263/82832 |
|
dc.language.iso |
en |
en_ZA |
dc.publisher |
University of Pretoria |
|
dc.rights |
© 2019 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. |
|
dc.subject |
Foundation Phase |
en_ZA |
dc.subject |
Community of Practice |
|
dc.subject |
District Based Support Team |
|
dc.subject |
Mainstream schools |
|
dc.subject |
Differentiated assessments |
|
dc.subject |
Foundation Phase teacher |
|
dc.subject |
UCTD |
|
dc.title |
Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment |
en_ZA |
dc.type |
Dissertation |
en_ZA |