In the study reported on here we investigated the significance of educators’ and other stakeholders’ assessment practices within the classroom, particularly in respect of Senior Phase learners in the Tshwane North district, who experience barriers to learning. A phenomenological approach and a case study design were adopted, and qualitative data-collection instruments were used. The participants included 4 educators, 4 deputy principals, 4 institutional level support team (ILST) coordinators, and 4 school assessment team (SAT) coordinators from 4 different secondary institutions (i.e., a township, suburban, rural and an independent school). In addition, we interviewed 2 officials from the district office – the head of the district assessment team (DAT) and the head of the district-level support team (DLST) – who deal directly with assessment methods and practices. Thematic analysis was used to analyse the data gathered in the study. The findings reveal that several barriers hinder the use of assessment practices in assessing learners who experience barriers to learning. We recommend that inclusive assessment practices be flexible and tailor-made to accommodate all learners who form part of the diverse learner cohort in South Africa.

https://doi.org/10.15700/saje.v45n2a2449

ORCiD iDs of authors:
MO Maguvhe – https://orcid.org/0000-0002-0625-3661
NG Mpya - https://orcid.org/0009-0004-9231-3991