CBAD 521

CURRICULUM BASED ASSESSMENT

ADAPTATION

INTRODUCTORY UNIT
Lecturer’s detail:
• Dr. Omphile Madiba
• Building: A2, Block I G19
• Email: [email protected]
Prescribed reading
Procedural manual for the assessment of learners who experience barriers to
assessment from grade R to 12 September 2016.
http://www.saou.co.za/wp-content/uploads/2016/04/Procedural-Manual-3-October-final.pdf
file:///G:/CBAD%20521/Printing/Procedural-Manual-3-October-final.pdf

National protocol for Assessment

https://www.education.gov.za/Portals/0/Documents/Policies/NatProtAssess.pdf?ver=2015-02-03-154935-303
file:///G:/CBAD%20521/Printing/National%20protocol%20on%20assessment.pdfal.pdf

Policy on Screening, Identification, Assessment and Support 2014

https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/south_africa_strategy_screening_support_sia
s-2014.pdf
file:///G:/CBAD%20521/Printing/POLICY%20ON%20SCREENING,%20IDENTIFICATION,%20ASSESSMENT%20%20AND%20SUPPORT
%202014%20Final%20Draft%202%20.pdf
Background Reading

CONCEPTUAL AND OPERATIONAL GUIDELINES FOR THE IMPLEMENTATION

OF INCLUSIVE EDUCATION: FULL-SERVICE SCHOOLS 2005
https://www.education.gov.za/Portals/0/Documents/Policies/Inclusive%20Education/Guidelines%20for%20Special
%20Schools%202005.pdf?ver=2016-04-16-202359-000
file:///G:/CBAD%20521/Printing/Concept%20and%20operational%20guidelines%20for%20the%20implementation%20of%20inclusive%20education-
%20Full%20service%20schools.pdf
 WHAT IS CURRICULUM BASED ASSESSMENT ADAPTATION? (PROCEDURAL MANUAL FOR THE
ASSESSMENT OF LEARNERS WHO EXPERIENCE BARRIERS TO ASSESSMENT FROM GRADE R TO 12 - SEPTEMBER 2016)

Accommodation - (Reasonable accommodation) refers to necessary and

appropriate modification of, and adjustments to, the environment, assessment
format and/or curriculum format, as well as allowing the use of assistive devices
and technology, where needed in a particular case, to allow learners with
disabilities or those who experience specific barriers to learning, access to the
curriculum and the possibility to show what they know and can do on an equal
basis with others. The cognitive demand of the curriculum and the assessment
is the same as that for learners who do not experience barriers to learning.
Adaptations – alteration of the curriculum and/or assessment tasks for
individual learners who experience specific barriers to learning(You adapt it to
the learner’s learning needs).
Alternate assessment – measures performance through an assessment task
which is modified and/or specifically designed for learners who experience
specific barriers to learning. Both curriculum and assessments may be modified.
Concession – Concessions refer to permission given to
candidates who experience barriers related to deafness,
aphasia, dyslexia and a mathematical disorder (e.g. more
time. Separate venue, scribe & reader), such as dyscalculia as
set out in Regulation 16 of the Regulations pertaining to the
conduct, administration and management of the National
Senior Certificate examination, to be exempted from certain
subjects or sections of the curriculum content.
Differentiated assessment - assessment that is different in
some way to the standard delivery. Differentiated assessment
involves accommodations and adaptations. (Assessment
fitting to the learners’ ability).
 THE KEY PURPOSES OF THE SIAS POLICY ARE

To provide the framework for a standardised approach to

screening, identifying, assessing and supporting learners who
require additional support to enable them to perform to their
potential in school.
To promote early identification of learners who experience
barriers to learning, thus enabling learners to have a positive
experience of participation and inclusion at school.
To assist teachers, School-Based Support Teams and District-
Based Support Teams in their efforts to meet the needs of all
learners and to provide quality teaching and learning.
 THUS
 The SIAS policy adopts a holistic approach to addressing the needs of
learners, with the intent of supporting them in their current school and
community, which is in keeping with an inclusive philosophy.
The SIAS policy provides a clear, step by step and user-friendly guide
regarding what to do when a learner is not performing as expected and
in terms of who is responsible for
 DIFFERENTIATED ASSESSMENT AS PART OF DIFFERENTIATED TEACHING

• Differentiated assessment means assessment that is different in some way

to the standard delivery. This involves accommodations and adaptations.
• The purpose of differentiated assessment is to enable a learner who has
barriers to learning to be able to show what he/she knows and can do,
and thus close the gap between current performance and perceived ability.
• An accommodation is designed to mitigate the negative effects of a barrier
to learning on the performance of a learner in a set school task, test, or
examination, without changing the construct being measured by the
given assessment task.
• An adaptation is an alternate assessment task designed to enable learners
with intellectual disabilities or other difficulties to demonstrate academic
progress and achievement in their schooling
 THE THREE TYPES OF ALTERNATE
ASSESSMENT
• A learner will be working on the grade level content of the level that
he/she is at regardless of his/her age. Only key concepts are covered which
are assessed at a less abstract level. Target learners will have an
intellectual disability and could be in special or ordinary schools.
• Modified attainment of knowledge: in certain subjects a learner will be
working on the content of a lower grade than the one he/she is in
currently and is assessed accordingly. The expectation is that the learner
will progress to the appropriate level but needs more time to do so. Target
learners could include learners who are deaf or have moderate intellectual
disability.
• Grade level attainment of knowledge: this involves the adaptation of the
standard assessments in terms of format or procedure to enable learners
with disabilities to demonstrate what they know and can do.
 TYPES OF ACCOMMODATIONS
• Additional Time
• Use of a reader
• Use of a scribe
• Use of a prompter
• Use of a computer
• Handwriting Accommodation
• Ad hoc support/Emergency Accommodations
• Digital recorder, video recorder, web-cam
• Sign Language Interpretation
• Rest Breaks
• Separate Venue
• Specific Equipment
• Braille and Large Print Material
• Spelling Accommodation
• Medication and food intake
• Use of a personal assistant