Assessment in Contemporary Special Education: Teachers' Beliefs about Formative Assessment and Their Reflection on Classroom Practices for Students with Intellectual Disabilities in Saudi Arabia
The study aimed to explore teachers‘ beliefs and practices regarding formative assessment for female students with intellectual disabilities, and how this type of assessment contributes to improving the learning process and supporting classroom practices. To achieve this, the study employed semi-structured interviews and questionnaires. The questionnaires were not designed to produce quantitative results; rather, they were used to identify a purposive sample of 16 female special education teachers for the qualitative phase. This approach enabled the selection of teachers who could provide rich and detailed insights into their beliefs about formative assessment for female students with intellectual disabilities, and how such practices enhance learning and support classroom instruction. The findings revealed that the success of implementing formative assessment depends largely on teachers‘ beliefs, which are grounded in the social and affirmative models of disability, due to their direct influence on teachers‘ practices, rather than on capabilities or skills alone. Although facilitating factors may help translate these beliefs into educational practices, beliefs—as demonstrated by the study—remain the decisive factor. Accordingly, the study recommends designing training programs based on the proposed conceptual framework, with the aim of strengthening the adoption of formative assessment principles associated with the social and affirmative models, and applying them effectively in classroom settings.
The study aimed to explore teachers‘ beliefs and practices regarding formative assessment for female students with intellectual disabilities, and how this type of assessment contributes to…
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