Pupil Assessment within the Context of Inclusive Education in Primary schools
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Article in Proceedings |
| Conference | Psychology and Psychiatry, Sociology and Healthcare, Education. Conference Proceedings, Volume II, Education and Educational Research |
| MU Faculty or unit | |
| Citation | |
| Web | http://sgemsocial.org/ssgemlib/spip.php?rubrique35&debut_articles_rubrique=50#pagination_articles_rubrique |
| Doi | http://dx.doi.org/10.5593/sgemsocial2015/B12/S3.100 |
| Field | Pedagogy and education |
| Keywords | primary education; school educational programme; conditions of inclusive education; inclusive education |
| Description | In inclusive education, pupil assessment is understood as one of the system elements which support inclusion. The concept of evaluation should therefore be consistent with the overall conception of a school, its values (mission, vision, goals) and principles. In this paper, we present the results of research aimed at mapping approaches to the assessment of pupils in "inclusive" primary schools within the context of inclusive education principles. The study also defines the characteristics of pupil assessment in an inclusive school. With regard to the research objectives and the nature of the research questions, we decided to use a mixed research design with an emphasis on qualitative methods. Based on the data obtained, we answer the following research question: How are the principles of inclusion reflected in pupil assessment? The outcome of the study is a proposal of complex assessment which develops and supports student learning in an inclusive classroom environment. |
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