Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2019-03-13

2019

Michail Zoi

Βασίλειος Τσάφος, Αναπληρωτής Καθηγητής
Τριτοβάθμια Εκπαίδευση
Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Η εκπαιδευτική αξιολόγηση μαθητών και μαθητριών με αναπηρία στα σχολεία ειδικής και γενικής Πρωτοβάθμιας Εκπαίδευσης

Greek

Educational assessment of students with disabilities in special and general primary schools

This research explores the way students with disabilities are assessed in general and special education schools, the criteria used by teachers and the methods of assessment of pupils in schools. In addition, teachers' attitudes to the value of the assessment and their perceptions of the effect on disability pupils are studied. There is also an opportunity for teachers to report on the relationship parents have to share in their assessment, as well as to refer to alternative forms of assessment that they feel can stand in a classroom and suggest changes in the evaluation system.
This is a qualitative survey with a research tool in the semi-structured interview. The sample of the survey was selected using the snowball method and consists of ten teachers, of which five are taught in special education schools and the other five in general education in elementary elementary schools. The method of analyzing the findings is the thematic analysis of the content.
This research is framed by theories on the clarification of the term of the educational assessment, the assessment received by students in general and special education schools, the views and attitudes of parents towards the assessment of their children, as well as the alternative forms of assessment in educational system.
The findings show that evaluators' perceptions of perceptions are intertwined with the educational process and teaching objectives. There is a need for feedback on their work and differentiation of matter when the results of the evaluation are not desirable. Disabled pupils are receptive to the positive assessment, and seem to feel anxious and frustrated when they feel they are failing. The parental contribution and cooperation with the teacher has both positive and negative consequences in terms of their attitudes to child assessment. Parents also experience positive or negative emotions, according to teachers. However, in order to avoid the negative consequences of the evaluation, it is suggested that the educators should use alternative forms of assessment, with a predominantly descriptive assessment, possibly with a combination of the numerical scale.

Education - Sport science

Assessment, pupils with disabilities, teaching objectives, feedback, parental involvement, alternative forms of assessment

No

0

Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2866130