Publication Date
2024
Subjects
inclusive education, disabled, formative assessment, accessibility, teacher attitudes, school education
Abstract
India has made significant progress in improving the enrolment of students with disability but still has a long way to go before schools can be called inclusive. Despite the widely acknowledged relevance of assessments in shaping teaching and learning practices, little research has been done in disability-inclusive assessment in the Indian setting. In this paper, we explore teachers’ perceptions of disability inclusion in formative assessments, including the use of various kinds of accommodations and adaptations, factors that affect the implementation of disability-inclusive formative assessments, and challenges. It is argued that teacher professional development and teacher–parent partnerships are essential for ensuring the inclusion of students with disability in formative assessments. Unless assessment is given its due importance in disability-inclusive education, achievement gaps between children with and without disability may widen due to the unavailability of learning data and its use.
Recommended Citation
Chakraborty, A., & Kaushik, A. (2024). Teachers’ perceptions of formative assessment for students with disability: A case study from India. https://doi.org/10.1017/jsi.2024.4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Language
English
ISSN
2515-074X
DOI
https://doi.org/10.1017/jsi.2024.4
Geographic Subject
India
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons