ABSTRACT
This chapter will open by explaining how some children can be supported to make huge learning gains and, consequently, will feel much more positively about themselves as learners if teachers, parents and others clearly understand the power of some forms of assessment, monitoring and focussed feedback. It will continue by discussing the following topics:
• principles of different kinds of assessment of difficulties in learning s summative and standardised, s ongoing formative assessment and constructive feedback to students,
s criterion referenced assessment; • ways of assessing behaviour experienced as problematic or
challenging, including assessments from a biological and/or medical perspective;
• assessment of sensory impairments; • the significance of understanding the barriers to learning
from the student’s and family’s perspective; • framework for planning; • developing, implementing, monitoring and evaluating an indi-
vidual education plan (IEP) examples of IEPs to address different experiences of difficulties at different ages and stages.
