Assessing Foundations in Financial Literacy for Students With Disability: Generating Knowledge to Inform Differentiation

• In Event: Assessment in K–12 Schools

Abstract

In this paper we describe the design of an online tool for assessing the foundational knowledge and competencies essential to understanding money and building financial literacy. We present findings from an initial study that used the tool to measure basic skills with money among secondary students with intellectual disability (N = 85) and to test predictions regarding item difficulty. Item difficulty was achieved and explained using a framework of nine stages based on task complexity and four levels of currency combinations. The findings will help teachers to better understand the complexity of money tasks and how to adapt money tasks to address the needs of individuals. Furthermore, the findings illustrate how assessments can be designed to generate knowledge for teaching.

Authors

• Sarah Hopkins, Monash University

• Richard O'Donovan, Monash University