Assessment as a formative process that can assist teachers to plan for addressing the needs of diverse students is an essential feature of emerging inclusive classrooms. This book examines both theoretical models and practical approaches to developing an "assessment for learning" approach. The book draws upon an empirical studies into effective classroom assessment approachs and is based upon interactions with teachers working in inclusive schools internationally and on specific workshop activities conducted with teachers in Tbilisi in Georgia.
|Place of Publication||Oslo|
|Publisher||Norwegian Ministry of Education and Research|
|Number of pages||44|
|Publication status||Published - 1 Oct 2014|
- special educational needs