Main menu

Features of best assessment practice - Poland

When we do an assessment of the individual written works of a pupil with a hearing impairment we should take into consideration the range and the level of the vocabulary he/she uses, the individual effort and the pupil’s input and the phonetic errors caused by this kind of disability. In the case of a large number of different types of errors a pupil makes, there is a need to use the descriptive mark. 

When we assess the pupil we use the positive approach noting success rather than failure, as this has an educational and therapeutic function. The teacher can give the learner (with a hearing impairment) a negative mark, but on condition that the teacher explains the learner the reason why he/she got the negative mark and the pupil will then know in what way he/she can correct this mark and who will help. 

In the assessment of pupils with moderate or severe mental disabilities, we mostly consider the interest in learning, efforts and self dependence of the child. Every teacher’s assessment on progress and improvement keeps in mind the pupil’s individual potential and abilities and therefore marks given to different pupils are not compared. The problems with inequitable assessment appear more often at Stage II (Years 4-6) of education in primary school than in stage I, as younger children (Years 1-3) receive only descriptive marks.

  • LinkedIn
  • Google +