Summary:
The purpose of this paper is to highlight the concept of inclusion in the light of assessment in the mathematics course, emphasizing various dimensions, based on the research questions raised. In particular, the type of research, the data collection tools and the subject of the research related mainly to the sample of each research are investigated. Also, a special emphasis is placed on alternative forms of assessment, so that all students are able to participate and respond, while presenting issues and benefits that arise based on the inclusion adopted in the mathematics assessment process. For the implementation of this research, a systematic literature review was carried out with the selection and analysis of 22 articles. Based on the results obtained from the literature review, it was found that in terms of the type of research, the majority of them concern quantitative / experimental studies, which are mainly applied to students. In addition, based on the articles studied and the mostly quantitative research applied, student improvements were observed over time following the implementation of programs and activities with alternative forms of assessment. Regarding the participants, it was found that most of the research concerns students and that the data collection tools can take the form of observation, interview, questionnaire, tests. Regarding the group (special needs, cultural background), which the students belong to, many researches refer to students with different cultural backgrounds, with learning difficulties and also with special educational needs. The alternative methods used may be related either to the utilization of new technologies and special - auxiliary tools/media, or to the differentiation of these according to the needs of all students. Finally, issues arose regarding the training of teachers and the suitability of the means and tools used for each group of students, while the benefits are linked to better learning outcomes and the inclusion of students in the context of the classroom and the teaching process. Research on inclusive assessment needs to be developed further, as appropriate practical assessments need to be found for each disorder or difficulty faced by students. That is, research must be done regarding the assessment practices that are deemed appropriate for each disorder, while the readiness of teachers and their training needs, their perceptions of inclusive assessment and the context that predisposes to their adoption should be investigated. of practices. That is, it could be investigated whether school units can implement these practices, as they may not have the appropriate resources or equipment or even the appropriate academic background.
Keywords:
inclusion, mathematics, alternative forms of assessment, equity
