Abstract
While formative assessment is recognised as a powerful strategy to improve student learning in mainstream education, less is known about its use in special schools. This study investigates how teachers’ Personal Practice Assessment Theories (PPATs) affect their formative assessment practices in the special school context with the support of e-books. A case study was conducted with three Chinese teachers working with lower primary students who exhibit mild levels of intellectual disability. Data were collected through classroom observations and interviews. The findings reveal that the interaction between teachers’ PPATs and the use of e-books affect teachers assessment goals, and the way they elicit, interpret and respond to assessment information. This study contributes to the understanding of how e-learning technology can be used to facilitate meaningful formative assessment in the special education context.
Highlights
Extensive research evidence has been collected on how formative assessment supports learning by identifying learning weaknesses and strengths, enhancing learning motivation and metacognition, supporting self-regulated learning, and providing informative feedback (Wiliam et al, 2004; Black and Wiliam, 2009; Yan et al, 2021)
All three participating teachers believed in the central role of formative assessment in the special education context, they had distinct Personal Practice Assessment Theories (PPATs)
The current study reveals that the three special school teachers had distinct Personal Practice Assessment Theories (PPATs)
Summary
Extensive research evidence has been collected on how formative assessment supports learning by identifying learning weaknesses and strengths, enhancing learning motivation and metacognition, supporting self-regulated learning, and providing informative feedback (Wiliam et al, 2004; Black and Wiliam, 2009; Yan et al, 2021). Formative assessment with the support of e-learning in the special school context, is still an under-explored topic. Another related issue in formative assessment is how teachers assessment belief may affect their assessment practices, as teachers are the key agents in implementing formative assessment in the classroom (Yan et al, 2021). The current study aims to add to current knowledge by investigating how and in what way teachers’ PPATs affect their assessment practices through a case study conducted in the primary sector of special education schools where e-learning tools were integrated with instructional practices
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