Main menu

Learning and teaching - Belgium (Flemish speaking community)

In our search for good assessment practices in inclusive education, we found some differences in the ways and functions in the assessment of children with and without special educational needs.

First of all we analysed the different ways of assessing. Children in mainstream education will be assessed in several ways: formal, informal, formative, summative, process and product evaluation. All these ways of assessing are embedded in the assessing program of pupils in mainstream education (based upon the attainment targets). We recognised a profound difference in the way pupils with special educational needs are assessed, also when they follow education in a mainstream school. The summative and product based assessment will systematically be avoided for pupils with special educational needs. This is a logical consequence of the fact that they don’t have to reach and work towards the attainment targets. It is evident that this different way of approaching assessment methods of teachers needs to be followed up, often by parents (my child doesn’t have to reach the attainment targets) or by the extra supporter (how to provide assessment for a different reason).

This leads us to the functions of assessment. Pupils in mainstream classrooms are assessed for many different reasons:  to inform the pupil about the expectations of his/her teacher, to inform the pupil about their own potential/ results, to inform the parents about the potential/ results of the pupil, to inform the teacher (+ extra support) about own  instructions, to inform the teacher about the results and progress of each individual pupil, to inform the school about their own quality, to inform the policy makers about their product and to inform companies about the qualities/ potential of future workers. In the practice of inclusion we find less functions of assessment: to inform the pupil about the expectations of his/her teacher, to inform the pupil about their own potential/ results, to inform the parents about the potential/ results of the pupil, to inform the teacher (+ extra support) about own instructions and to inform the teacher about the results and progress of each individual pupil. The functions of assessment are pupil child focussed, and not giving information about the quality of the school.

  • LinkedIn
  • Google +