Assessment of Science in Special Education Schools: Teachers’ Perceptions and Practice

A shift from traditional methods of teaching science to modern and better suited to pupils can be noticed in Slovenian primary schools. They should also be followed by assessment both in regular primary schools and special education schools. The purpose of this study was to find out the perceptions of special education teachers about their own practice of science assessments and their actual practices. A questionnaire and authentic written tests were used for the research. Comparative analysis revealed considerable inconsistency between perceptions and practices. The greatest differences were found in the cognitive levels of knowledge and process skills. The research results raise teachers’ awareness and thus enable changing of their practices.

REFERENCES:

• Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001) A Taxonomy For Learning, Teaching and Assessing: A Revision Of Bloom’s Taxonomy Of Educational Objectives: Complete Edition. New York: Longman.
• Bell, B.  (2007). Classroom Assessment Of Science Learning. In: Abell, S., & Lederman, N. (ed.). Handbook of Research on Science Education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 537–559.
• Black, P., & Wiliam, D. (2005). Developing a Theory of Formative Assessment. In: Gardner, J. (ed.). Assessment and Learning. London: Sage, 81–100.
• Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, 21 (1), 5–31.
• Bloom, B.S. (1956). Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain. New York: David McKay.
• Dumont, H., Istance, D., & Benavides, F. (2010). The Nature of Learning, Using Research to Inspire Practice. OECD: Centre for Educational Research and Innovation.
• (2011). Science Education in Europe: National Policies, Practices and Research. Brussels: Education, Audiovisual and Culture Executive Agency.
• Gipps, V.C. (1994). Beyond Testing. Towards a Theory of Educational Assessment. London: The Falmer Press.
• Hall, K., & Burke W.M. (2003). Making Formative Assessment Work. Maidenhead: Open University Press.
• Harlen, W. (1992). The Teaching of Science. London: David Fulton Publishers.
• Harlen, W., & James, M. (1997). Assessment and learning. Assessment in Education, 4 (3), 365–379.
• Hus, V. (2012). Constructivist Elements in the Textbook Sets of Environmental Studies Subject. The New Educational Review, 29 (3), 239–249.
• Opara, B., Barle Lakota, A., Globačnik, B., Kobal Grum, D., Košir, S., Macedoni Lukšič, M., Zorc, D., Bregar Golobič, K., Molan, N., Vovk Ornik, N., & Klavžar, K. (2010). Analiza vzgoje in izobraževanja otrok s posebnimi potrebami v Sloveniji [Analysis of education of children with special needs in Slovenia]. Ljubljana: Pedagoški inštitut.
• Pravilniku o preverjanju in ocenjevanju znanja ter napredovanju učencev v osnovni šoli [Rules on the Assessment of Knowledge and Promotion of Pupils in Elementary School]. (2008). Uradni list Republike Slovenije, 73/2008.
• Rutherford, F.J., & Ahlgren, A. (1990). Science for All Americans. New York: Oxford University Press.
• Skribe Dimec, D. (2007). S preverjanjem znanja do naravoslovne pismenosti [From assessment to science literacy]. Ljubljana: DZS.
• Zakon o usmerjanju otrok s posebnimi potrebami [Placement of Children with Special Needs Act]. (2011). Uradni list Republike Slovenije, 58/2011.