Assessments for learning in inclusive classrooms

Abstract

This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, & Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities to benefit from the national curriculum, but face challenges in social communication and socialising. They find it difficult to read the intentions of others or see the bigger picture because they tend to use their superior detail-focused cognitive style (Engeland & Buitelaar, 2008; Happe & Frith, 2006). It is challenging for them to benefit from the classroom dialogue in which teachers ask questions to elicit evidence of learning as well as give feedback to advance the students' understanding. However, there is currently no study to help us understand the phenomenon in Singapore schools. To help bridge this gap, this exploratory qualitative study seeks to understand, in the context of an inclusive classroom, a) How would effective questioning and teacher feedback look like, separately and when used together? b) What do ASD children consider to be effective questioning techniques and teacher feedback? Participants will include 6 teachers from schools (both primary and secondary) trained in special needs (TSN) will be observed during a lesson in a class which has ASD student. Both the teacher and the student will be interviewed separately after the lesson. The findings of this study will extend our current understanding of AfL in the context of inclusive education where every child is valued and enabled to learn (UNESCO, 2005).