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

2. 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

3. 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.

4. 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)

5. 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.

6. 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

7. 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

8. 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

9. 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

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

11. 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

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

13. 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.

14. THANK YOU!!