Formative assessment practices in special school classrooms with the support of e-books: A case study

Zi YAN, Yangyu XIAO, Kuen Fung Kenneth SIN, Lan YANG, Wu Yuan GUO

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

While formative assessment is recognised as a powerful strategy to improve student learning in mainstream education, less is known about its use in special schools. This study investigates how teachers’ Personal Practice Assessment Theories (PPATs) affect their formative assessment practices in the special school context with the support of e-books. A case study was conducted with three Chinese teachers working with lower primary students who exhibit mild levels of intellectual disability. Data were collected through classroom observations and interviews. The findings reveal that the interaction between teachers’ PPATs and the use of e-books affect teachers assessment goals, and the way they elicit, interpret and respond to assessment information. This study contributes to the understanding of how e-learning technology can be used to facilitate meaningful formative assessment in the special education context. Copyright © 2021 Yan, Xiao, Sin, Yang and Guo.
Original languageEnglish
Article number674869
JournalFrontiers in Education
Volume6
DOIs
Publication statusPublished - Jul 2021

Citation

Yan, Z., Xiao, Y., Sin, K.-F., Yang, L., & Guo, W.-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6. Retrieved from https://doi.org/10.3389/feduc.2021.674869

Keywords

  • Formative assessment
  • Special education
  • Personal practice assessment theories
  • Teaching practice
  • E-books
  • PG student publication

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