Affiliation:
1. University of South Africa, South Africa
Abstract
This chapter investigates the impact of the COVID-19 pandemic on teachers' assessment practices in inclusive education foundation phase classrooms. Governments globally enforced lockdowns, halting traditional classroom-based learning. To understand the disruptions caused by the pandemic, the researcher conducts secondary research on changes and continuities in inclusive education assessment practices. The study reveals adjustments such as blended learning, rotational classes, and the incorporation of online, radio, TV, and digital resources for synchronous and asynchronous interactions between teachers and learners. Traditionally relying on face-to-face formative assessments, foundation phase teachers adapt to the pandemic by understanding individual learner needs and adjusting assessments accordingly.
Reference90 articles.
1. Alberta Assessment Consortium (AAC). (2016). AAC Assessment Glossary. Edmonton. AAC.
2. Thematic analysis: A critical review of its process and evaluation.;M. I.Alhojailan;West East Journal of Social Sciences,2012
3. Ali, J. (2018, January 24). 9 benefits of eLearning for students. eLearning Industry. https://elearningindustry.com/advantages-of-online-training-9
4. Aziz, F., Quraishi, U., & Kazi, A. S. (2018). Factors behind classroom participation of secondary school students (A gender-based analysis). Universal Journal of Educational Research, 6(2), 211–217. https://files.eric.ed.gov/fulltext/EJ1170644.pdf
5. The Effectiveness and Challenges of Online Learning for Secondary School Students – A Case Study