ABSTRACT
Assessment of learning provides essential information that helps teachers in inclusive classrooms know their students’ strengths and weaknesses more precisely, enabling them to plan for and respond to students’ differences and needs more accurately. Information gained from assessment is thus essential for implementing inclusive and adaptive teaching in the classroom. Assessment not only informs teachers of which students in the class are ready to move on to new work; it also identifies students who require further input, re-teaching or additional support from the teacher in order to achieve the objectives. This chapter describes approaches to formative and summative assessment, teacher-made tests, standardized tests, objectives-based assessment and diagnostic tests. The ways in which these measures may be used to refine inclusive teaching practices are discussed. Most importantly, advice is given for modifying assessment materials and procedures for students with particular disabilities, and how accommodations can be made in formal tests and examinations.
