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The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties.

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Title: The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties.
Authors: Aidonopoulou‐Read, Tereza tereza.aidonopoulou@northampton.ac.uk
Source: British Journal of Special Education. Mar2020, Vol. 47 Issue 1, p88-109. 22p. 3 Charts.
Subject Terms: *Formative tests, *Nonverbal learning disabilities, *Students with disabilities, *Autism, *Student engagement, *Passive learning, *Active learning, *Special education
Abstract: The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of formative assessment for non‐verbal students with autism and severe learning difficulties. Five students with autism and severe learning difficulties participated in systematic video observations over a period of eight weeks, during which student behaviour and attainment were recorded. The behaviour checklist gave an accurate representation of the students' level of engagement and predicted attainment, but differences in passive learning objectives (those requiring passive co‐operation) and active ones (those requiring active contribution) were noted. The introduction of engaging resources improved engagement, but tangible rewards had a negative effect on attainment. Praise had a positive effect on engagement and attainment. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Aidonopoulou‐Read%2C+Tereza%22">Aidonopoulou‐Read, Tereza</searchLink><i> tereza.aidonopoulou@northampton.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Special+Education%22">British Journal of Special Education</searchLink>. Mar2020, Vol. 47 Issue 1, p88-109. 22p. 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Nonverbal+learning+disabilities%22">Nonverbal learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Passive+learning%22">Passive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink>
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  Data: The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of formative assessment for non‐verbal students with autism and severe learning difficulties. Five students with autism and severe learning difficulties participated in systematic video observations over a period of eight weeks, during which student behaviour and attainment were recorded. The behaviour checklist gave an accurate representation of the students' level of engagement and predicted attainment, but differences in passive learning objectives (those requiring passive co‐operation) and active ones (those requiring active contribution) were noted. The introduction of engaging resources improved engagement, but tangible rewards had a negative effect on attainment. Praise had a positive effect on engagement and attainment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1467-8578.12290
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        Text: English
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              Text: Mar2020
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