Preliminary study of teachers formative assessment perceptions in special education in Malaysia

Abstract

Although formative assessment is widely recognised as an effective tool and approach for increasing student learning in general education, its application in special education, particularly in Malaysia, is less well known. This study looked into teachers’ perceptions towards formative assessment in special education. Three primary teachers who work with students with mild intellectual disabilities participated in a case study. Data was gathered through interviews. The finding reveal that formative assessment implementation was far from satisfactory and it is poorly understood by the teachers, particularly special education teachers. This study also contributes to the need for teachers to improve their formative assessment knowledge and skills in order for formative assessment to help students in special education.