Assessment is a tricky task of teaching but when it comes to students with special educational needs, there is a vast number of aspects that have to be considered. Depending on the disability, a student may have trouble with:
- Holding a pencil
- Hearing a question clearly
- Focusing on a picture
- Recording an answer in time even when he or she knows the answer
- Concentrating on a task in the presence of other people
- Answering a question at the pace needed by the rest of the class
Traditionally, teachers have assumed that all students either have these skills or can learn them with just modest amounts of coaching, encouragement and will power. But that is not really the case for SEN's students.
So, considering the facts above how can teachers find a better assessment?
There are a number of strategies for modifying assessments in ways that attempt to be fair and that at the same time recognise how busy teachers usually are.
These strategies include:
1) Supplementing conventional assignments with portfolios. A portfolio is a collection of a student’s work that demonstrates a student’s development over time. It usually includes some sort of reflective or evaluative comments from the student, the teacher, or both (Carothers & Taylor, 2003; Wesson & King, 1996).
2) Devising a system for observing the student regularly and informally recording notes about the observations.
3) Recruiting help from teacher assistants who are sometimes present to help a student with a disability.
If you have a student with a learning disabilities, talk to your peers and principal to find the best way for assessment. Also, don't hesitate to contact to discuss and share ideas