Understanding how teachers practise inclusive classroom assessment. (December 2019)

• Record Type: Journal Article
• Authors: Lin, Pei-Ying; Lin, Yu-Cheng
• Is Part Of: Studies in educational evaluation. Volume 63(2019)
• Page Start: 113
• Page End: 121
• Publication Date: 2019-12
• Subjects: Assessment accommodations -- Assessment practices -- Classroom assessment -- Inclusive education -- Special education; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2019.08.002
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: Teachers who put an assessment concept into practice tend to use the other concepts. More teachers practised assessment of learning than assessment for learning. Many teachers offered accommodations and modifications to their students. Abstract: This study was undertaken to better understand how Canadian teachers utilized the three major purposes of assessment for students with diverse needs through a questionnaire that reflected major concepts of AFL, AOL, and ACC (assessment for and of learning; accommodations and modifications). We found that a higher percentage of teachers- especially special education teachers- reported offering ACC frequently to their students than did those who reported practising AFL and AOL frequently. In line with the literature, our findings suggest that AOL was adopted by a greater percentage of teachers than AFL, especially when teachers reported practising AAL (assessment as learning which is considered a subset of AFL) less frequently. Our data also shows that teachers who put one assessment concept into practice tended to utilize the other concepts. Finally, a small but notable number of teachers surveyed reported sometimes or never implementing AFL, AOL, and ACC in class.