Framework for contextualising differentiated assessment for learner support in the Nigerian and South African foundation phase school contexts

Abstract

This paper presents a theory-based conceptual framework the researchers developed to promote differentiated assessment in the Foundation Phase for equitable assessment practices in Nigerian and South African mainstream schools. The literature presents varied assessment frameworks to address injustices and discriminations for the ‘ideal’ learner. However, learners with special educational needs (SEN) remain segregated in the ongoing discourse of equity in classroom assessments. The researchers used the model of modelling in a mixed method approach to develop a framework incorporating Sen’s capability approach, Gardner's theory of multiple intelligences, and Lave and Wenger's community of practice. The framework was tested for reliability by triangulating teachers’ surveys and semi-structured interviews anchored by the three theories to indicate inclusive variable considerations for differentiated assessment. The themes confirmed different knowledge variables about policies and guidelines, transdisciplinary collaboration, skills to align assessments with dominant intelligence crucial for differentiated assessment, and learner support requirements for learning success.