n South African Journal of Education - Assessment concessions for learners with impairments

Volume 25, Issue 3
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



Assessing the abilities of learners with barriers to learning (BtL) is particularly difficult in the case of learners with severe physical difficulties or those who have little or no functional speech. We focus on the use of different types of assessment concessions as a basis for the development of more reliable assessments for those learners who are unable to participate in general assessment procedures. As the term assessment generally refers to a broad concept, including different types of evaluation procedures and strategies, we use the term assessment task in order to focus on a specific assessment tool as part of the process of providing access for learners with impairment to general assessment procedures. The requirements for different types of assessment concessions are contrasted, i.e. accommodations, adaptations, and modifications. A classification system for assessment concessions is critically discussed and strategies for further research are indicated.

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