The evaluation and revision of a grade 3 curriculum based assessment tool for educational psychology assessment practice

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