Pupil Assessment within the Context of Inclusive Education in Primary schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F15%3A00083610" target="_blank" >RIV/00216224:14410/15:00083610 - isvavai.cz</a>

Výsledek na webu

<a href="http://sgemsocial.org/ssgemlib/spip.php?rubrique35&debut_articles_rubrique=50#pagination_articles_rubrique" target="_blank" >http://sgemsocial.org/ssgemlib/spip.php?rubrique35&debut_articles_rubrique=50#pagination_articles_rubrique</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5593/sgemsocial2015/B12/S3.100" target="_blank" >10.5593/sgemsocial2015/B12/S3.100</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pupil Assessment within the Context of Inclusive Education in Primary schools

Popis výsledku v původním jazyce

In inclusive education, pupil assessment is understood as one of the system elements which support inclusion. The concept of evaluation should therefore be consistent with the overall conception of a school, its values (mission, vision, goals) and principles. In this paper, we present the results of research aimed at mapping approaches to the assessment of pupils in "inclusive" primary schools within the context of inclusive education principles. The study also defines the characteristics of pupil assessment in an inclusive school. With regard to the research objectives and the nature of the research questions, we decided to use a mixed research design with an emphasis on qualitative methods. Based on the data obtained, we answer the following researchquestion: How are the principles of inclusion reflected in pupil assessment? The outcome of the study is a proposal of complex assessment which develops and supports student learning in an inclusive classroom environment.

Název v anglickém jazyce

Pupil Assessment within the Context of Inclusive Education in Primary schools

Popis výsledku anglicky

In inclusive education, pupil assessment is understood as one of the system elements which support inclusion. The concept of evaluation should therefore be consistent with the overall conception of a school, its values (mission, vision, goals) and principles. In this paper, we present the results of research aimed at mapping approaches to the assessment of pupils in "inclusive" primary schools within the context of inclusive education principles. The study also defines the characteristics of pupil assessment in an inclusive school. With regard to the research objectives and the nature of the research questions, we decided to use a mixed research design with an emphasis on qualitative methods. Based on the data obtained, we answer the following researchquestion: How are the principles of inclusion reflected in pupil assessment? The outcome of the study is a proposal of complex assessment which develops and supports student learning in an inclusive classroom environment.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Psychology and Psychiatry, Sociology and Healthcare, Education. Conference Proceedings, Volume II, Education and Educational Research

ISBN

9786197105452

ISSN

2367-5659

e-ISSN

—

Počet stran výsledku

8

Strana od-do

773-780

Název nakladatele

STEF92 Technology Ltd.,51

Místo vydání

Sofia

Místo konání akce

Albena

Datum konání akce

1. 1. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000393896200099