Abstract
M.Ed.
Traditionally, educational psychology assessment practice in South Africa was
mostly based on standardised or norm-referenced tests (Foxcroft & Roodt,
2001 ). The purpose of this testing was to gather information concerning a
learner's cognitive, emotional and behavioural functioning. The move towards a
philosophy of Inclusion, the revision of the National Curriculum Statement and
the resultant changes in assessment, has a direct influence on the manner in
which not only teachers assess learners, but also have implications for
educational psychologists to include alternative assessment practices. This study
focused on the analysis and evaluation of a Curriculum Based Assessment
(CBA) tool for grade 3 learners focusing on reading, spelling, writing and
grammar. While, a CBA tool could be used as an informal assessment tool, this
tool cannot be a stand-alone assessment, but one of many tools used in the
educational psychological assessment process, informaing a holistic assessment
practice as indicated by Sattler and Sattler (2001 ).
This qualitative research inquiry used design based research and is composed of
repeated cycles of design, implementation, analysis, reflection and revision
(Akilli, 2008). This type of research deals directly with providing a solution to
practical problems.
The main source of data collection was to facilitate a panel interview with a panel
of experts in order to evaluate a revised CBA tool. Throughout this process
trustworthiness was ensured and limitations acknowledged. The data analysis of
the panel review identified the importance of the link between the National
Curriculum Statement assessment standards for reading, spelling, writing and
grammar and the activities in a CBA tool. In essence a CBA tool can support an
educational psychologist with a more holistic understanding of the reading,
spelling, writing and grammar difficulties of a learner in Grade 3 and thus
enhancing educational psychological assessment practice and support.