Assessing in inclusive settings (Flanders) WELCOME

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1 Assessing in inclusive settings (Flanders) WELCOME

2 Best practice information from De Pluishoek : inclusive method school K. Mortier: Researcher/ supporter/ coach

3 Structure of the workshop Vision on education Curriculum Evaluation - assessment

4 Vision on education international international vision vision on on education education history history Vision Vision on on education education (inter)national (inter)national tests tests policy policy society society

5 Vision on inclusive education Paradigm shift Medical Contextual Product Process Demands of society Individual progress

6 Example

7 Vision on inclusive education Creating an inclusion culture Community - values Defending a policy for inclusion School for all children providing support Improving the best practices for inclusion Learning conditions providing finances

inclusion School for all children providing support

8 _ Does inclusive education have socially excluding effects? Is it education or parents who needs an inclusive vision?

9 Curriculum Primary Education Nursery school Developmental objectives Primary school Mainstream Nursery school Special Nursery school Mainstream Primary school Attainment targets Special Primary school Developmental objectives

Nursery school Special Nursery school Mainstream Primary

10 Curriculum _ Can we expect this kind of professionality and competence of our primary school teachers? Where does their task end and where does an external coach enter the frame?

11 Curriculum Vision on education Individual progress Determined by society Curriculum Individual curriculum Attainment targets Evaluation assessment Assessment based on individual process Assessment based on product (mean)

Attainment targets Evaluation assessment Assessment

12 Example goal plan Evaluation Planning Instruction Planning curriculum (therapists, parents, teachers, logopedist - supporters, ) 1. Observation in context 2. Exchanging information about priorities 3. Feedback to the team 4. Decision making in team GOAL PLAN

supporters, ) 1. Observation in context 2.

13 Example goal plan Our dreams for Who was working with? Goal of the plan Goals: Social-emotional skills Communicative skills Cognitive skills: reading mathematics listening musical skills world orientation Motoric skills: fine - writing big Skills at home and at leasure times

Cognitive skills: reading mathematics listening musical skills world

14 _ In which way does the increased flexibility concerning the standard curriculum affect the quality of education? Can we still guarantee the achievement of minimum goals? How will we handle the minimum curriculum when inclusion is no longer an exception?

Can we still guarantee the achievement of minimum goals?

15 Assessment Different content/ curriculum Different functions of assessment: a respons on efforts Different ways to assess Same tests: equal timing, equal form

16 Different ways to assess Formal Informal Formative Summative Process Product

17 Functions of assessment Informing child about expectations teacher Informing child about potential/ results Informing parents about potential/ results child Informing teacher (+ support) about instruction Informing teacher about results child Informing school about own quality Informing policy makers about product Informing companies about qualities child

support) about instruction Informing teacher about results child Informing school about

18 Functions of assessment Informing child about expectations teacher Informing child about potential/ results Informing parents about potential/ results child Informing teacher (+ support) about instruction Informing teacher about results child Informing school about own quality Informing policy makers about product Informing companies about qualities child

19 Example report

20 _ Is it possible to find a way to assess both product and process, and both formative and summative for children in inclusive projects? Would it be desirable for these children?

21 Example talking papers Talking papers Working attitude Social skills (model of Leary) Self evaluation Peer evaluation Cognitive skills

23 Example problem tree Problem: we often have fights Consequences: being alone, being angry, doing stupid things, don t talk, depression, bad feeling, Roots: not keeping promises, insecure about friendship, not talking in a good way

24 Example following system No tests Working sheets = test Evaluated on 3 criteria: Green = managing excercise independently Yellow = managing excercise with help Red = can t manage yet Different goals for every child

26 Consequences for practice Awareness of motive parents/ society Courage Teamwork Experimenting Networking Systematic planning Reflection on practice and improving

27 _ There is a wide range of diversity amongst children. Inclusive education seems to focus on just one specific end of this spectrum. What about children that won t be so easily recognised as possible inclusive children?

28 Sources De Vroey A., Mortier K. (2002). Polyfonie in de klas:een praktijkboek voor inclusie. Acco: Leuven. Leefschool De Pluishoek. Pluisgids. Van Hove G., Mortier K., Se Schauwer E. (2005). Onderzoek inclusief onderwijs. Orthopedagogische reeks Gent, Nummer 25. Van Petegem P., Vanhoof J. (2002). Evaluatie op de testbank: een handboek voor het ontwikkelen van alternatieve evaluatievormen. Wolters Plantyn Professionele informatie: Mechelen.

Case Study: Belgium (Flemish Community)

Please cite this paper as: Rosen, D.J. and I. De Meyer (2008), Case Study: Belgium (Flemish Community), in Teaching, Learning and Assessment for Adults: Improving Foundation Skills, OECD Publishing. http://dx.doi.org/10.1787/172017435434