Formative Assessment Practices in Special School Classrooms With the Support of E-Books: A Case Study

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.

E-Learning As A Study Methodology in Primary Education Students: A Bibliometric Study in Scopus Between 2018-2022

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Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives

“…Teachers' perspectives on formative assessment strategies within the scientific context have received considerable attention in in an effort to improve teachers' classroom practices (Frapwell, 2010). Policymakers and education officials in the education fraternity have developed and recommended different formative assessment strategies to support teachers and learners in implementing formative assessment in the classrooms (Yan et al, 2021). These formative assessment strategies include the use of questioning, feedback, peer assessment, concept-cartoons as well as formative use of summative assessment.…”

“…In South African schools, Physical Sciences is taught by teachers who received training in either Bachelor of Education or Post Graduate Certificate in Education programs. Formative assessment strategies are addressed within these programs in an effort to train pre-service teachers accordingly (Yan et al, 2021). Despite this effort, there is little evidence to suggest that formative assessment strategies are effectively integrated into science teaching and learning in schools.…”