How Teachers Engage With Inclusive Classroom Assessment: What a Teacher Survey Tells Us About Teachers' Assessment Practices

• In Event: Teacher Effects on Assessment in Public School Classrooms

Abstract

This study was undertaken to better understand teachers’ assessment practices for students with diverse needs. We investigated how teachers utilized the three major purposes of assessment through a questionnaire, reflecting major concepts of AFL, AOL, and ACC (assessment for and of learning; accommodations and modifications). We found that more teachers frequently offered ACC to their students than they did AFL and AOL, especially special education teachers. Surprisingly, this study has found that more teachers practised AFL than AOL. Given that all teachers used AFL at a similar level, there was variability in the utilization of AOL because some teachers practised AOL infrequently. Finally, teachers who put one assessment concept into practice tended to utilize the other concepts.

Authors

• Pei-Ying Lin, University of Saskatchewan

• Yu-Cheng Lin, University of Texas- Rio Grande Valley