Les proves escrites determinen el 100% de la nota final de cada avaluació 2 La feina i el treball a l'aula restaran fins a un màxim de 0,5 punts En cap cas, sumaran

How can the use of online mathematics assessment as an alternate assessment promote the development of cognitive functions in Deaf and H/H Grade 8 learners? Secondary questions that relate to the central research question are:

 What characteristics should online mathematics assessment adhere to provide

mathematics teachers with insights into the cognitive functions and dysfunctions of Deaf and H/H learners?

 How can the use of online mathematics assessment as an alternate assessment mediate the learning process of Deaf and H/H learners?

 What are the operational implications of online mathematics assessment for Deaf and H/H learners as well as for teachers?

1.5 Research Methodology

A successful study is one that is characterized by a well-constructed research design. A research design is defined as the “what, where, when, how much, by what means concerning an inquiry or a research study” (Kothari, 2004:31) and also relates to the blueprint of what the researcher intends to do on data collection and data analysis. Essentially, this research study is coined a qualitative research, specifically participatory action research (PAR). According to McIntyre (2008), PAR is a joint endeavor between the researcher and participants to examine possible solutions for their current practices. PAR is underpinned by the following aims, i.e. “(a) a collective commitment to investigate an issue or problem, (b) a desire to engage in self- and collective reflection to gain clarity on the subject under investigation, (c) a joint decision to engage in individual and/or collective action that leads to a useful solution that benefits the people involved, and (d) the building of alliances between researchers and participants in the planning, implementation, and dissemination of the research process” (2008:2). In other words, McIntyre believes that through PAR, the researcher and participants can collectively gain from the benefits of the outcome of this type of research.

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The rationale for choosing this methodology was due to the negative impact PPA have on Deaf and H/H learners. This phenomenon is a major problem for the Deaf and H/H community since it not only presents them with inaccessible written assessments, but it also contributes to their poor performance in school mathematics. Poor performance in school mathematics can lead to failing mathematics, and this can further result in not gaining access to higher education which in turn limits their career opportunities. Accordingly, a collective approach, to finding solutions to this threatening issue was needed. Furthermore, action on possible solutions from all the

participants involved was required. The characteristics of PAR include collaboration,

empowerment, and action. Therefore, it was deemed necessary to use this methodology within the current research study.

1.5.1 Sampling

Purposeful sampling was utilized in this research study as proposed by Marshall (1996). The participants were all selected within the Senior Phase (Grade 8) at a school for the Deaf and H/H in the Western Cape. These learners were selected on the grounds of their hearing loss. These learners were asked to participate in this research study by interacting with the online

mathematics assessments. Furthermore, while they were interacting with the online mathematics assessments, the teacher/researcher observed them while taking field notes. Afterward, the Grade 8 learners participated in an interview session with the teacher-researcher based on their experience with the online mathematics assessments. After the interviews were conducted, the information gathered was used to adjust the online mathematics assessments. The Grade 8 learners were given an opportunity to interact with the newly adjusted online assessments while the teacher/researcher observed them.

1.5.2 Data collection

Semi-structured interviews were used in order to examine the advantages and disadvantages of online mathematics assessment as an alternate assessment for Deaf and H/H learners. Essentially, the Grade 8 Deaf and H/H learners were asked to participate in these semi-structured interviews. The interviews were administered by an interpreter who asked the questions in Sign Language

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and in return the learners provided their responses via Sign Language. The interviews were video recorded and transcribed by the teacher/researcher. Furthermore, the observation was done by the teacher-researcher as he explored, with the learners, these online mathematics

assessments. Additionally, document analysis was also employed. For example, while learners were actively involved in the online mathematics assessment, the captured data in the form of logs, journals and the results of the online mathematics assessments were analyzed. The aim of the interviews, observations and document analysis were to provide a detailed account of the Deaf and H/H learners’ experience with the online mathematics assessment. More details on the research methods as well as the research plan are discussed in chapter 5.

The next section describes the key concepts included in the current research study.

1.6 Key concepts

This section of the research study includes key concepts relating to the research question. These definitions exemplified the setting in which online mathematics assessment must be viewed and in which way it was used for assessment accommodation and alternate assessment.

1.6.1 Mathematics assessment

According to CAPS (2011:154) assessment encapsulate “a continuous planned process of identifying, gathering and interpreting information regarding the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal and formal. In both cases, regular feedback should be provided to learners to enhance their learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49% required in Mathematics for promotion purposes”. A distinction is made between different types of assessments (CAPS, 2011). These include Baseline, Diagnostic, Formative, and Summative assessment. The latter is of relevance to this research study.

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1.6.2 Online mathematics assessment

Online mathematics assessment is defined as the delivery of mathematics assessment over the internet. (Sangwin, 2004). This is achieved through the use of computer algebra systems (CAS) that uses computer algebra to evaluate learners’ assessment tasks. The most commonly used CAS are AIM, STACK, MAPLE, Mathematica, Macsyma, Mathcad, MATLAB, WIRIS and CABLE (Sangwin, 2004; Naismith & Sangwin, 2004). This research study made use of WIRIS, a plugin within Moodle.

1.6.3 Alternate assessment

Alternate assessments are, in essence, comprehensive modifications to the standardized test format (Cawthon, 2006). For example, changing an essay question into a multiple choice

question. Essentially, it means modifying the format of the questions to “effectively change what is being measured by the assessment” (Elliott, McKevitt & Kettler, 2002). In relation to this research study, alternate assessment focused on replacing PPA with online mathematics assessments.