ABSTRACT
Properly utilized, assessment should not be viewed as the archenemy of education but, rather, as a process that supports its improvement. Formative assessment has much to offer in this regard. The University of Minnesota (UMN) in the United States and Krasnoyarsk State University in the Russian Federation recently collaborated to develop a formative assessment-based progress monitoring system for the attainment of basic reading skills among students with the most significant disabilities. This chapter describes the process through which the system was developed taking into consideration the significant cultural and contextual differences between the two countries. Through this format, we illustrate that assessment that occurs during learning can be utilized to help to support educational inclusion regardless of culture, educational philosophy, or instructional methodology.
