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Assessment in inclusive classrooms - Greece

The descriptive assessment is considered by the inclusive classes as the most suitable way to emphasize the differential learning possibilities.

On the other hand the numeral assessment does not express and spoils the pupil’s individuality. One other goal of the assessment is to make pupils capable of learning how to estimate their competences and how to stay away from an out- coming assessment.

As time goes by, pupils learn to assess their progress independently from the progress of the other pupils. Furthermore, it will be easy for the pupils to evaluate all the personal changes in the progress of their development. The teacher of the class informs his pupils through the teaching and especially from the analytical program. More specifically, the teacher adapts teaching methods and strategies of assessment for the class and records the results.

Especially when the parents and supporting groups participate in the program the record of the assessment and the efficiency of the strategies being used is very important.

The education the school provides for the pupils with special needs has a great effect on the social adaptation when reaching adulthood.

The determination of the goals must be clear and the pupil must take part in the hierarchy of his/her needs.

The assessment:

  • Is not an end in itself
  • Must not be one-sided and monolithically organised
  • Can not aim at selecting and conforming functions under a social model which already exists.
  • Must not be restricted only to the final results. 

The assessment must be continuous (and not coincidental) and to aim at:

  • Problems’  diagnosis
  • Pointing out the drawbacks
  • Helping to make the correct decisions
  • A suitable planning and programming of the actions
  • Rewarding efforts
  • Giving information to all interested parties 

In this way the assessment helps the improvement of the education procedures and methods.

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