Assessment in Contemporary Special Education: Teachers' Beliefs about Formative Assessment and Their Reflection on Classroom Practices for Students with Intellectual Disabilities | ||
| مجلة کلية التربية . جامعة طنطا | ||
| Volume 91, Issue .4, October 2025, Pages 42-66 PDF (1.47 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/mkmgt.2025.435688.2058 | ||
| Author | ||
| خلود الجاسر* | ||
| Special Education Department, Education College, King Saud University, Riyadh, Kingdom of Saudi Arabia) | ||
| Abstract | ||
| 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. | ||
| Keywords | ||
| Key Words: formative assessment; intellectual disability; disability studies; social model of disability; affirmation model of disability | ||
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