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What is Inclusive Assessment

Chapter 15
Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
An assessment process during which teachers need to move their work forward to enable and promote the learning and participation in the learning process of all students. The underline goal of this assessment practice is the promotion of assessees’ improvement, taking into account their characteristics and needs.
Published in Chapter:
Alternative Evaluation as a Means of Inclusion: The Case of the Public Greek Educational System
Antonios Ventouris (Aristotle University of Thessaloniki, Greece), Thomais Rousoulioti (Aristotle University of Thessaloniki, Greece), and Konstantina Iliopoulou (Aristotle University of Thessaloniki, Greece)
Copyright: © 2022 |Pages: 27
DOI: 10.4018/978-1-7998-8579-5.ch015
Abstract
The present study concerns a field research aiming to investigate the stances of primary and secondary school teachers in Greece about alternative assessment methods (AAM). For this purpose, 181 language teachers answered an e-questionnaire. In addition, the curricula for Greek and foreign language courses taught in compulsory state education were analysed in order to explore the type and the extension of references to AAM in them. Data analysis showed that teachers of secondary education use AAM on a more frequent basis and a larger variety of them than those of primary education. Furthermore, from data analysis resulted a strong preference of the respondents for self-assessment, portfolio, and project methods. The curricula analysis revealed extensive reference to AAM in foreign language curricula, mainly to portfolio and project. As the regression analysis indicated, teaching experience was not related to the AAM usage. However, teachers' training on AAM appeared correlated with their positive stances towards it.
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More Results
Chapter 1
The Use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions: Enhancing Student Writing Skills and Motivation
It is the on-going activities that allow students and instructors to understand student progress on meeting the course learning objectives.
Published in Chapter: The Use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions: Enhancing Student Writing Skills and Motivation; From: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Chapter 17
Building a Community of Practice Across an Institution: How to Embed UDL Through the Plus One Approach Between an Academic Developer and Instructor in STEM
It is considered good pedagogical practice to use a range of assessment methods, implementing student choice, consider assessment and feedback timing, and develop assessment literacy.
Published in Chapter: Building a Community of Practice Across an Institution: How to Embed UDL Through the Plus One Approach Between an Academic Developer and Instructor in STEM; From: Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation
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Chapter 15
Trauma-Informed and Inclusive Assessment of Productive Skills in Online Emergency ELT Classes: A Netnography Study of an English Language Training Center
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