Assessment and evaluation in an inclusive setup
Assessment and evaluation in an inclusive setup.
Tests and Assessments:
To measure and identify the degree of intellectual functioning, typically two measures are used: tests to measure a child’s intelligence quotient or
IQ test and Adaptive measures.
As addressed earlier, it is important that tests used to measure your students’ IQ are “standardized” on Indian contexts, that is, they are developed for and attend to, the Indian developmental, socio cultural contexts.
The adaptive scale measures adaptive skills to understand the degree or level of ability to adapt to one’s environment, using day-today skills such communicating, social interactions, and self-care.
As relevant to the purpose of this document, related information is organized under the section Cognitive/intellectual Impairments. Given the limited accessibility or availability of tests and assessments, many of the students experiencing learning difficulties that are either due to cognitive or intellectual impairments may not get identified and diagnosed appropriately.
Further, many children have different learning styles, or face demanding conditions outside of school such as poverty, illiteracy of parents, lack of adequate or appropriate care, taking care of younger siblings, household chores, labor or even abuse. These also impact their ability to stay attentive, focused, and/or learn. Given the complexities surrounding the issue, this section offers some strategies to design your classroom, instructions and activities that are inclusive to different learning styles and needs.
Difference between Assessment and Evaluation
Assessment procedures focus on learning, teaching and results of the teaching-learning processes. Assessment processes involve students and teachers in gathering information, which helps the teachers, know whether their students are learning, and how effective the teaching-learning in the classroom is. The information is helpful in adapting or modifying teaching to help improve student performance. Information is learner-centered, course based, frequently anonymous and not graded. CCE procedures fall within assessments, since they are not graded (assigned marks) and are formative in nature.
Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance and verbal ability.