Formative Assessment Practices for Students with Hearing Impairment

Abstract

Background : Formative assessment is a very important part of any learning process and needs due concentration. This study investigates the formative assessment practices of teachers ‘of students with hearing impairment in special schools at Mysore. Objective : The main objective was to examine teacher’s assessment practices across curricular areas (scholastic and Co-scholastic areas) for students with hearing impairment. Sample : Purposive sampling technique was used to select the sample. All teachers working in three special schools in and around Mysore were included as sample in the study. Design : Survey research design was used. Tool : Data was collected from special teachers using a Teacher Made Test – Rating Scale (TMT-RS) developed during the study. Assessment practices of teachers were examined across teaching levels; scholastic and co-scholastic areas; teaching years and assessment training. Result : The data was analyzed quantitatively using non-parametric tests including Mann-Whitney U test, Kruskal-Wallis one way ANOVA, Friedman’s test and Wilcoxon’s Signed Rank test. The findings of the study highlight that there is a need for teachers’ special training on preparation of appropriate teacher made tests as a part of formative assessment to be used in their respective classrooms to carry out ongoing assessment of students with hearing impairment. Conclusion : This study investigates teacher’s assessment practices within the framework of literature on classroom assessment and also assessment practices of teacher’s of children with hearing impairment were examined across Teaching Levels, Curricular areas (Scholastic and Co-scholastic areas).The study underscored the need for teachers’ special training on preparation of appropriate teacher made tests as a part of formative assessment to be used in their respective classrooms to carry out ongoing assessment of children with hearing impairment Key words: Formative Assessment, Students with hearing impairment, Special school, curricular areas, Teaching levels