Marie Delaney
Assessment with meaning :
how can we develop meaningful
assessments for children with
Special Educational Needs.
www.britishcouncil.ae
1
Issues
Why and when do we assess?
What should we assess?
Who is the assessment for?
Issues arising for learners with SENs
Assessment of Learning vs Assessment of Learning : a place for
both?
Assessment as a teaching tool : making assessment meaningful and
motivating
2
Assessment of Learning
Assessment by teacher
Grade given
Compares with standard expected at that age
Results easily communicated to parents/carers
Usually at the end of a unit
Usually test or exam
Summative – mark is taken as evaluation of learning.
3
Issues arising for Learners with SENs
Working memory
Empathy
Problems in certain skills eg reading
Thinking time
Self-esteem
Stress and demotivation
4
Assessment of Learning
Collaborative between teacher and learner
Priority = promote student’s learning. Design task or activity accordingly
Identify what learner already knows
Encourage learner to take active part in assessing progress
Occurs at all stages of learning and integral part of lesson
Measures progress not results
Learner measures against own goals and progress
Can be more motivating
Formative – guides learners to set their own goals
5
What do you think?
Learners with SENs should do the same assessments and test as other learners
Learners with SENs should get extra time in assessments and tests
Learners with SENs should get someone to write for them in assessments and
tests
Learners with SENs should go to a different room to do assessments and tests
Learners with SENs should not be given grades as this discourages them
Learners with SENs should be marked on a different scale to other learners
Learners with SENs should have someone to read the assessment questions to
them
6
Questions to ask
Can the learner have extra time in exams?
Can the learner have a scribe?
Can the learner use a laptop?
Can the learner do the exam in a smaller room?
Can the learner record their answers in a different format eg
audio?
Can learners show their understanding in new ways e.g
posters, podcasts, talk show role plays, drama ?
7
Assessment for Learning
KWL Grids
PMI
Smiley faces
8
Assessment for Learning
Level 3
In most of my reading
 I can use a range of strategies to read
new texts with fluency, understanding
and expression.

Level 2
In some of my reading
I know and can read my key words.
When I get stuck on a word I work it
out e.g. by reading on, reading back,
9
Traffic lights
10
Some other ideas
Mini whiteboards
Talk partners
Think, Pair, Share
4 Bs – Brain, Buddy, Book, Boss
Muddiest point
ABCD cards
Thumbs up, thumbs down
Graphic organisers
11
Acknowledge strengths
Kindest student
Most helpful student
Most creative answer
Perseverance
12
2 stars and a wish
For peer assessment, ask students to give two stars and a wish.
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
*The learners could give the teacher 2 stars and a wish+ assessment
of what was learnt
13
Top tips to make it work
1. Give constructive feedback. You are still the teacher. For example,
comment on something positive in the work and then ask a question
which helps the learner to improve it next time.
2. Encourage a co-operative learning atmosphere through all your
class activities and your class rules.
3. Have clear criteria for grading and let learners look at sample
exercises which have been marked and discuss how the criteria have
been applied.
4. Encourage learners to see the value of setting their own goals and
to challenge themselves to do even better. Praise their independent
learning. .
14
Resources
What Really Works in Special and Inclusive Education – Using Evidence-Based Teaching Strategies.
David Mitchell (2008)
Routledge, Taylor and Francis Group
Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners
Diane Heacock (2002) Free Spirit Publishing
Working inside the black box : assessment for learning in the classroom.Letts publishing. 1990. Paul
Black
Inside the Black Box : Raising the standards through classroom assessment. Letts publishing.1990.
Dylan Wiliam
www.educationgov.uk
15
Want to know more?
•
•
•
•
•
•
•
•
•
•
•
Marie Delaney
The Learning Harbour, Crosshaven, Co Cork, Ireland
Email : the learningharbour@gmail.com
www.thelearningharbour.ie
Teaching the Unteachable, October 2008, Worth Publishing,UK
What can I do with the kid who….2010. Worth publishing,UK
www.worthpublishing.com
www.caspari.org.uk
British Council CiSELT course and SEN course
www.teachingenglish.org.uk/webinars
www.pilgrims.co.uk ‘Dealing with Difficult Learners’