Contributions from: G.S. Kotze.
Abstract
A dynamic reorganisation of education in South Africa led to a policy of one educational system that moved to impartiality, accessibility, equity and quality to education for all learners irrespective of race, religion, gender or special needs. The worldwide tendency to accommodate as many learners as possible in the same school and classroom implies many changes in the whole school structure, the classroom setting, and teachers' approaches and methods.
An important question that arises is whether inclusive education is to the benefit and well-being of all the learners concerned: the issue of assessment in an inclusive context is addressed. Possible performances and processes are presented, as well as guidelines for implementation, scoring procedures and rating scales to indicate different levels of performance. Inclusive assessment has the potential to determine what students know, do and value, or in other words, to address and determine educational accountability.
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