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Guidelines for assessment adaptation

Guidelines for assessment adaptation
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Guidelines for assessment adaptation is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly.

Chapter 1 Understanding classroom assessment within an inclusive framework
Chapter 2 Identification of specific learning and language difficulties in the classroom and assessment adaptation
Chapter 3 Principles, purposes and nature of assessment adaptations
Chapter 4 Understanding categories of assessment adaptations
Chapter 5 Administrative procedures with regard to assessment adaptations

Guidelines for assessment adaptation

Dunbar-Krige H (Editor) 2014

The development of an enabling and socially just learning environment in schools does not relate only to teaching and learning but also to assessment of and for learning. Of particular importance is the provision of assessment opportunities for learners with physical, sensory and neurological disabilities or specific learning difficulties. Guidelines for assessment adaptation focuses on assessment adaptations and methods of assessment (special concessions) for learners who experience reading and writing difficulties that prevent them from giving a true reflection of their acquired knowledge and skills in classroom tests and examinations.

Guidelines for assessment adaptation provides a general and useful framework for assessment in an inclusive environment. It discusses the support of learners with language and other difficulties and gives specific techniques for adapting assessments to assist them.

Contents include the following:

  • Principles of assessment
  • Specific learning difficulties
  • Curriculum adaptation
  • Identifying barriers to assessment
  • Description of assessment adaptations
  • Administrative procedures for assessment adaptations

Guidelines for assessment adaptation is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly.

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