Aidonopoulou-Read, Anastasia-Tereza;
(2017)
Formative assessment for non-verbal students with autism and severe learning difficulties: a case study.
Doctoral thesis (Ph.D), UCL (University College London).
Abstract
For a topic as popular as formative assessment, glaring omissions of student populations such as nonverbal students with autism and severe learning difficulties can label the process as non-inclusive. This thesis was developed as a result of a wish to improve the students’ educational experience by examining the uses of formative assessment with the specific student group and attempting to suggest ways in which students can access the formative assessment process, regardless of their challenging communication needs. In this case study, the first part of the research aimed to gather teacher views through semi-structured interviews on problems and successful formative practices, while the second focused on student video observations to establish how effective those practices were for this group of students. Interventions such as rewards and interesting resources were used to establish ways in which students give feedback through body language. The results indicate students can give feedback through body language, while the use of external stimuli can have varying degrees of effectiveness when it comes to attracting student attention. Among others, this thesis examined the themes of dialogue, reciprocation of feedback, behaviour and communication and student voice as related with formative assessment.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Formative assessment for non-verbal students with autism and severe learning difficulties: a case study |
| Event: | UCL (University College London) |
| Language: | English |
| UCL classification: | UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10037918 |
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