An Assessment Framework for Inclusive Education: Integrating Assessment Approaches

Autor/inn/en	Bourke, Roseanna; Mentis, Mandia
Titel	An Assessment Framework for Inclusive Education: Integrating Assessment Approaches
Quelle	In: Assessment in Education: Principles, Policy & Practice, 21 (2014) 4, S.384-397 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2014.888332
Schlagwörter	Foreign Countries; Inclusion; Educational Assessment; Special Needs Students; Criterion Referenced Tests; Self Evaluation (Individuals); Formative Evaluation; Summative Evaluation; Elementary School Teachers; Secondary School Teachers; Teacher Surveys; Norm Referenced Tests; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Education; assessment; Bewertungssystem; Sonderpädagogischer Förderbedarf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Neuseeland
Abstract	Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means "to learn" and "to assess". This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to "narrate" student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for "all" learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10