- Title
- Assessment, disability, student engagement and responses to intervention
- Creator
- Keen, Deb; Arthur-Kelly, Michael
- Relation
- Educational Assessment in the 21st Century: Connecting Theory and Practice p. 137-155
- Publisher Link
- http://dx.doi.org/10.1007/978-1-4020-9964-9_8
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2009
- Description
- Assessment is central to the provision of meaningful and productive learning experiences for all students. The majority of students in today’s classroom benefit from core instruction; however, for a small percentage of students with a disability, learning requires more intensive instruction. It is this cohort of learners that we consider in this chapter. While the needs of these learners are diverse, they have in common some teaching and learning challenges that have direct implications for assessment practices. We consider three major challenges: (1) the various learning priorities for students in need of intensive instruction, and how to maximise the connection between current and targeted skills and knowledge; (2) how to measure change through skill or knowledge acquisition when the rate and magnitude of change may be achieved in small increments; and (3) how to determine whether change that does occur is attributable to our teaching, and what to do when teaching is not effective in achieving change. In the absence of this information, there is a serious risk that instruction will be less than effective, will lack social validity and that learners will fail to make progress and achieve positive learning outcomes. Within the context of a cycle typical of intensive instruction, we examine how assessment can play a key role in enhancing and facilitating teaching and learning in the classroom by addressing these three major challenges. We also review the practical challenges that teachers in regular classrooms face in utilising systematic assessment and programming strategies to meet the needs of all the students in their classrooms.
- Subject
- assessment; student learning experience; students with a disability; classroom teaching
- Identifier
- http://hdl.handle.net/1959.13/917973
- Identifier
- uon:8466
- Identifier
- ISBN:9781402099632
- Language
- eng
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