Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment
Following the 2003 curricular reform, assessment in Quebec has been governed by three overarching values: justice, equality, and equity (MEQ, 2003). Those values find their origin in inclusive education, which promotes a competency-based assessment and the success of all students (Akkari and Barry,...
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| Format: | Article |
| Language: | English |
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University of Bejaia Abderrahmane Mira
2024-10-01
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| Series: | The Journal of Studies in Language, Culture and Society |
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| Online Access: | https://univ-bejaia.dz/revue/jslcs/article/view/252 |
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| author | Nicole Monney Catherine Duquette Christine Couture |
| author_facet | Nicole Monney Catherine Duquette Christine Couture |
| author_sort | Nicole Monney |
| collection | DOAJ |
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Following the 2003 curricular reform, assessment in Quebec has been governed by three overarching values: justice, equality, and equity (MEQ, 2003). Those values find their origin in inclusive education, which promotes a competency-based assessment and the success of all students (Akkari and Barry, 2018). However, with the return to numerical results, research has shown that teachers still favoured a summative assessment approach thus failing to uphold the core values of the programme (Hadji, 2015; Issaieva and Crahay, 2010). Consequently, teachers' evaluation practices still classify students as "good" or "bad" depending on their results. How can this situation be modified? In order to find answers to this problem, collaborative research (Desgagné, 2001) with seven elementary school teachers was realized from 2016 to 2018. The results of the focus-groups identified avenues to develop a more inclusive form of assessment. This article offers a reflection on the importance of teachers’ understanding of disciplinary epistemology as the key to gaining greater freedom in assessment practices and thus promoting a more inclusive form of assessment.
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| format | Article |
| id | doaj-art-f96cfbf17e8045148751c54d3ac9cab3 |
| institution | DOAJ |
| issn | 2716-9189 2676-1750 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | University of Bejaia Abderrahmane Mira |
| record_format | Article |
| series | The Journal of Studies in Language, Culture and Society |
| spelling | doaj-art-f96cfbf17e8045148751c54d3ac9cab32025-08-20T02:47:21ZengUniversity of Bejaia Abderrahmane MiraThe Journal of Studies in Language, Culture and Society2716-91892676-17502024-10-0132Promoting Inclusive Education Practices Ii Elementary School Through Formative AssessmentNicole Monney0Catherine Duquette1Christine Couture2Département des sciences de l’éducation Université du Québec à ChicoutimiDépartement des sciences de l’éducation Université du Québec à ChicoutimiDépartement des sciences de l’éducation Université du Québec à Chicoutimi Following the 2003 curricular reform, assessment in Quebec has been governed by three overarching values: justice, equality, and equity (MEQ, 2003). Those values find their origin in inclusive education, which promotes a competency-based assessment and the success of all students (Akkari and Barry, 2018). However, with the return to numerical results, research has shown that teachers still favoured a summative assessment approach thus failing to uphold the core values of the programme (Hadji, 2015; Issaieva and Crahay, 2010). Consequently, teachers' evaluation practices still classify students as "good" or "bad" depending on their results. How can this situation be modified? In order to find answers to this problem, collaborative research (Desgagné, 2001) with seven elementary school teachers was realized from 2016 to 2018. The results of the focus-groups identified avenues to develop a more inclusive form of assessment. This article offers a reflection on the importance of teachers’ understanding of disciplinary epistemology as the key to gaining greater freedom in assessment practices and thus promoting a more inclusive form of assessment. https://univ-bejaia.dz/revue/jslcs/article/view/252assessmentassessment practicesinclusive assessmentinclusive education |
| spellingShingle | Nicole Monney Catherine Duquette Christine Couture Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment The Journal of Studies in Language, Culture and Society assessment assessment practices inclusive assessment inclusive education |
| title | Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment |
| title_full | Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment |
| title_fullStr | Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment |
| title_full_unstemmed | Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment |
| title_short | Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment |
| title_sort | promoting inclusive education practices ii elementary school through formative assessment |
| topic | assessment assessment practices inclusive assessment inclusive education |
| url | https://univ-bejaia.dz/revue/jslcs/article/view/252 |
| work_keys_str_mv | AT nicolemonney promotinginclusiveeducationpracticesiielementaryschoolthroughformativeassessment AT catherineduquette promotinginclusiveeducationpracticesiielementaryschoolthroughformativeassessment AT christinecouture promotinginclusiveeducationpracticesiielementaryschoolthroughformativeassessment |