Inclusive alternative assessment: Exploring the use of scribes in a Cape Town primary school

Abstract

Learners in mainstream schools have diverse learning needs and experience a variety of learning barriers. Many of the learners struggle to read and write, and are therefore in need of assistance to enhance their academic performance. In addition, schools and teachers tend to assess leaners predominantly through writing methods and prefer text-based approaches in the form of writing over numerous other forms of assessment methods prescribed in the National Policy Pertaining to the Programme and Promotion Requirements (NPPR) (DBE: 2012). However, there are other ways through which learners can be assessed. This study explored the use of scribes as an alternative method to assist learners with learning barriers. The study examined the challenges relating to alternative methods of assessment within the inclusive education paradigm which seeks to accommodate different learning needs in South African schools. The study investigated factors that influence the implementation of alternative assessment to assist learners with diverse learning barriers. This study was conducted within the framework of a qualitative case study research methodology. Data collection methods included the use of questionnaires, document analysis and semi-structured interviews with teachers in Cape Town at a primary school (which constituted the case). The research eek answers to the following research question to understand why the phenomena exist; What factors influence the use of alternative assessment methods such as the use of scribes? The research also aimed to understand teachers‟ views and perceptions regarding the implementation and processes of alternative assessment methods.