Date

2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This action research investigates how adapted measurement tools used in formative and summative assessment affect academic success in mild to moderate special education students in a full-inclusion environment at the high school level. The adaptations used were created with regard to the accommodations and modifications associated with each student’s Individual Educational Program (IEP). Prior to being assigned formative and summative assessment activities, adapted measurement tools for 18 students were created to enable them to access services and supports outlined in their IEPs. Both qualitative and quantitative research methods were used to analyze results. Data collection included student interviews and surveys, teacher interviews, student work samples, and the researcher’s reflective teaching journal. The results showed that with the implementation of adapted measurement tools, students experienced increased academic success in the form of grades, a greater sense of self-efficacy, improved effort and attitude toward learning, and enhanced student learning experiences.

Comments

Thesis (M.A.) Teacher Education Department

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