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

Frontiers in Education

Lan Yang¹  Wu-Yuan Guo¹  Zi Yan¹  Kuen-Fung Sin²  Yangyu Xiao³ 

[1] Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China;Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China;School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, China;

关键词: formative assessment;    special education;    personal practice assessment theories;    teaching practice;    e-books;   

DOI  :  10.3389/feduc.2021.674869

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown