Building Self-Determination via Student Engaged Formative Assessments for Students with Extensive Support Needs

Abstract

The focus of this study was to evaluate the impact of formative assessment on teacher practice and student engagement toward identified personalized learning goals of students with intellectual disability. This study evaluated the impact of formative assessment training on special education teachers' practice and student participation in their own learning. Three elementary to secondary students with mild to moderate intellectual disability and autism learned to participate in and eventually lead formative assessment meeting components. Results of the multiple probe across teacher/student teams found a functional relation between the intervention and students' ability to lead their own learning; therefore, increasing self-determination skills (i.e., problem solving, selfawareness, self-advocacy).