View in EDS

Teachers' Perceptions of Formative Assessment for Students with Disability: A Case Study from India

Saved in:
Bibliographic Details
Title: Teachers' Perceptions of Formative Assessment for Students with Disability: A Case Study from India
Language: English
Authors: Anannya Chakraborty (ORCID 0009-0006-2829-2625), Amit Kaushik (ORCID 0000-0002-7193-6645), Vimala Ramachandran (ORCID 0000-0003-2820-1640)
Source: Australasian Journal of Special and Inclusive Education. 2024 48(2):122-135.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Students with Disabilities, Teacher Attitudes, Formative Evaluation, Inclusion, Academic Accommodations (Disabilities), Adaptive Testing, Parent Teacher Cooperation, Professional Development, Achievement Gap
Geographic Terms: India
DOI: 10.1017/jsi.2024.4
ISSN: 2515-0731
2515-074X
Abstract: India has made significant progress in improving the enrolment of students with disability but still has a long way to go before schools can be called inclusive. Despite the widely acknowledged relevance of assessments in shaping teaching and learning practices, little research has been done in disability-inclusive assessment in the Indian setting. In this paper, we explore teachers' perceptions of disability inclusion in formative assessments, including the use of various kinds of accommodations and adaptations, factors that affect the implementation of disability-inclusive formative assessments, and challenges. It is argued that teacher professional development and teacher-parent partnerships are essential for ensuring the inclusion of students with disability in formative assessments. Unless assessment is given its due importance in disability-inclusive education, achievement gaps between children with and without disability may widen due to the unavailability of learning data and its use.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451089
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1451089
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Perceptions of Formative Assessment for Students with Disability: A Case Study from India
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anannya+Chakraborty%22">Anannya Chakraborty</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2829-2625">0009-0006-2829-2625</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amit+Kaushik%22">Amit Kaushik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7193-6645">0000-0002-7193-6645</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vimala+Ramachandran%22">Vimala Ramachandran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2820-1640">0000-0003-2820-1640</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australasian+Journal+of+Special+and+Inclusive+Education%22"><i>Australasian Journal of Special and Inclusive Education</i></searchLink>. 2024 48(2):122-135.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Adaptive+Testing%22">Adaptive Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1017/jsi.2024.4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2515-0731<br />2515-074X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: India has made significant progress in improving the enrolment of students with disability but still has a long way to go before schools can be called inclusive. Despite the widely acknowledged relevance of assessments in shaping teaching and learning practices, little research has been done in disability-inclusive assessment in the Indian setting. In this paper, we explore teachers' perceptions of disability inclusion in formative assessments, including the use of various kinds of accommodations and adaptations, factors that affect the implementation of disability-inclusive formative assessments, and challenges. It is argued that teacher professional development and teacher-parent partnerships are essential for ensuring the inclusion of students with disability in formative assessments. Unless assessment is given its due importance in disability-inclusive education, achievement gaps between children with and without disability may widen due to the unavailability of learning data and its use.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1451089
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1451089
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1017/jsi.2024.4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 122
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Adaptive Testing
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: Teachers' Perceptions of Formative Assessment for Students with Disability: A Case Study from India
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anannya Chakraborty
      – PersonEntity:
          Name:
            NameFull: Amit Kaushik
      – PersonEntity:
          Name:
            NameFull: Vimala Ramachandran
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2515-0731
            – Type: issn-electronic
              Value: 2515-074X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Australasian Journal of Special and Inclusive Education
              Type: main
ResultId 1