Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
ASSESSMENT
–
respond using
their
personal
–
respond using
an
alternative
layout
or
format,
eg
a
student
answers
comprehension
questions
orally
instead
of writing
a
response
–
respond
using
a
scaffold,
eg
cloze
sentences
or
passages,
sentence
starters.
How will
this evidence of
learning be gathered?
Assessment
strategies
should
be
appropriate, manageable,
time
efficient
and
suit
the
purpose
of
assessment.
Evidence
of
learning
in
relation
to
the
selected
outcomes
could
be
gathered
using
the
following
assessment
strategies:
•
curriculumbased
assessments,
eg
teacherconstructed
tasks
•
systematic
teacher
observations
during
teaching
and
learning
experiences
•
use
of
published
tests,
ie
standardised
and
criterionreferenced
tests
(these may
be used
as
part
of
diagnostic
assessment)
•
discussion with
students
about
their
use
of
•
interviews with
students
•
analysis
of work
samples
•
analysis
of
errors
(Westwood 2004).
The
teacher may
record
the
gathered
information
using:
•
anecdotal notes
•
checklists
•
oral
records
•
profiles
•
videos
•
photographs
•
graphs
•
numerical
data.
6
Teaching
and
learning
cycle
English K–6