RECOGNITION OF DIVERSITY IN ASSESSMENT IN LANGUAGE TEACHING PRESENTER: PROF M W MARUMA UNIVERSITY OF LIMPOPO

INTRODUCTION & BACKGROUND Assessment is the process of collecting evidence of students’ work to measure and make judgement in relation to registered national standards and qualifications . It is therefore important to ensure that we assess the right things in the right manner and interpret the results right. Montenegro, Natasha and Jankowiski (2017) echod the notion of bringing equity into the heart of assessment Diversifying assessment is a key factor in the reform equation

INTRODUCTION & BACKGROUND… If you want to change student learning, change the methods of assessment If you do what you always do, you will get what you always get Bond (1994) stressed that students can escape bad teaching, but they cannot avoid bad assessment The art of assessment involves coaching and guidance utilising a variety of means.

LITERATURE REVIEW NSC principle- credibility, quality and efficiency: Providing education that is comparable in quality, breadth and depth to those of other countries(DBE: 2011) There is a need for assessment system in which broader, more challenging and more authentic educational values are operationalised and promoted Simmons & Reswick : 1993)

LITERATURE REVIEW CONT… Assessment methods should align with the learners and the learning outcomes of the learning area. Varied assessment methods allow the educator to realise differences in the learners and their level of thinking. They also guide the educator on how to offer appropriate assistance.

THEORETICAL FRAMEWORK This study is underpinned by a theory of change with its three attributes: plausibility doability and testability Plausibility- Change that should lead to the desired outcomes Doability – Will resources be available to carry out this Testability – There should be processes to be tracked in credible and useful ways Correcting the imbalances of the past

THEORETICAL FRAMEWORK… From uniformity to diversity From using one form of assessment methods to using variety of them that call for critical thinking Assessing knowledge only to assessment of other skills

METHODOLOGY A qualitative research approach was used in this study. Data was collected through document analysis, interviews and observations. Assessment instruments were analysed to check diverse methods of assessment and their suitability to learners Educators were interviewed and their lessons observed to see how assessment is diversified and how learners respond to that. Use was made of thematic analysis approach

FINDINGS Advanced form of assessment still not employed, for example role play in literature Assessment instruments still not accommodative, for example, text selection: culturally and linguistically familiar to all learners Assessment tasks dominated by low order questions

FINDINGS… Inadequate training of educators on new developments in assessment Lack of support during implementation Heavy workload Inadequate moderation Unqualified educators

RECOMMENDATIONS Diversify assessment to be part of teacher education training In diversifying assessment, care should be taken not to compromise the standard. Road shows and workshops are not enough to equip educators with assessment skills Genuine assessment should take into cognisant learners’ learning styles and their environment This calls for uncompromised interwoven between teaching and learning and assessment

RECOMMENDATIONS CONTINUED…. Assessment should contribute to continuous teaching and learning and assessment, not only what learners have achieved.

CONCLUSION Development implies change. Positive and fruitful change will be impossible without attempts to change for better results. Every aspect of learners should be considered in teaching and learning and assessment. There should be a perfect match between assessment and learners environment. In this way interpretation of assessment will be genuine, giving authentic results.

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