Assessment in Contemporary Special Education: Teachers' Beliefs about Formative Assessment and Their Reflection on Classroom Practices for Students with Intellectual Disabilities

نوع المستند : المقالة الأصلية

المؤلف

جامعة الملك سعود

10.21608/mkmgt.2025.435688.2058

المستخلص

The study used a mixed-method design: questionnaires for quantitative data and semi-structured interviews for qualitative data, with nine special education teachers. It explored teachers' beliefs about formative assessment for students with intellectual disabilities and how this assessment improves learning and supports classroom practice. Findings show that success depends primarily on teachers' beliefs, rooted in the social model and affirmative models of disability, more than on capabilities or skills alone. Although facilitators can help translate these beliefs into educational settings, beliefs remain the decisive factor. The study recommends training programs, built on the proposed conceptual framework, to deepen understanding of formative assessment principles and their effective application.
The study used a mixed-method design: questionnaires for quantitative data and semi-structured interviews for qualitative data, with nine special education teachers. It explored teachers' beliefs about formative assessment for students with intellectual disabilities and how this assessment improves learning and supports classroom practice. Findings show that success depends primarily on teachers' beliefs, rooted in the social model and affirmative models of disability, more than on capabilities or skills alone. Although facilitators can help translate these beliefs into educational settings, beliefs remain the decisive factor. The study recommends training programs, built on the proposed conceptual framework, to deepen understanding of formative assessment principles and their effective application.

الكلمات الرئيسية

الموضوعات الرئيسية

مجلة کلية التربية . جامعة طنطا
المجلد 91، العدد .4
المجلد (91) العدد الرابع أكتوبر (ج2) 2025
أكتوبر 2025
الصفحة 42-66

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