Assessment in Contemporary Special Education: Teachers' Beliefs about Formative Assessment and Their Reflection on Classroom Practices for Students with Intellectual Disabilities

Journal Article

2025

The study employed a mixed-method design, combining questionnaires and semi-structured interviews. The questionnaires were not intended to generate quantitative results; rather, they were used to collect examples of teachers‘ assessment practices and to identify a purposive sample of 16 special education teachers for the qualitative phase. This approach ensured that the selected teachers could offer rich and detailed insights into their beliefs about formative assessment for students with intellectual disabilities, and how such assessment practices enhance learning and support classroom instruction. Findings show that success depends primarily on teachers' beliefs, rooted in the social model and affirmative models of disability, more than on capabilities or skills alone. Although facilitators can help translate these beliefs into educational settings, beliefs also remain the decisive factor. The study recommends training programs, built on the proposed conceptual framework, to deepen understanding of formative assessment principles and their effective application.

• Publication Work Type: PHD