Common Assessment in Multi-Deprived Schools: The Case of Flood-Prone Schools in Western Kenya

Abstract

The paper draws from a larger doctoral study, conducted between 2013 and 2016 in five flood-prone schools in western Kenya. The mixed methods research investigated: a) how these schools promote epistemological access (EA) and, b) the challenges they encounter towards a socially-just educational experience and comparable learning outcomes to learners. Findings suggested the importance of developing capabilities in a socially-just environment towards achieving (equitable) epistemological access (E)EA) in deprived school environments. There is no question that EA is about schools ensuring the development of capabilities among all learners. To that end, this paper explores the impact of assessment and learner outcomes as determining proxies to epistemological access (EA) and educational progression. It provides an understanding of how EA is measured and how we gauge the extent of learning in disadvantaged schools. In so doing, the paper seeks to provide a clearer conceptual understanding of how modes of assessment and learner outcomes influence (equitable) epistemological access and the educational progression of learners in different learning contexts. It also suggests a model which may be useful for developing policy around curriculum evaluation in multi-deprived settings. This consideration would contribute to the broad concern of social justice in education across all levels in education.

Epistemological access: a case of academic development programmes at a university of technology

“…The concept of epistemological access has acquired traction in transformative discourse in South Africa higher education. It emphasises the need for a comprehensive understanding of the barriers that exist beyond physical access to higher education, which ultimately provides a reference to access to academic practices and bodies of knowledge in the academic disciplines [15]. Many universities in South Africa thus need to recognise the importance of addressing barriers to academic success and embrace practices that facilitate epistemological access.…”