KJCKorea
Journal Central

@article{ART002247610},
author={최은원 and 남경욱 and Shin, Hyunki},
title={Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2017},
volume={18},
number={3},
pages={225-252},
doi={10.19049/JSPED.2017.18.3.09}

TY - JOUR
AU - 최은원
AU - 남경욱
AU - Shin, Hyunki
TI - Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations
JO - Journal of Special Education: Theory and Practice
PY - 2017
VL - 18
IS - 3
PB - Research Institute of the Korea Special Education
SP - 225
EP - 252
SN - 1598-060X
AB - The purpose of this study was to investigate special education teachers' practices and their perceptions on educational assessments for students in secondary special classes and to provide improvement considerations. In this research, 8 teachers in secondary special classes participated in the in-depth interview. The transcribed interview data were analyzed by constant comparative method. As a result, 3 themes and 11 sub-themes are derived. The findings of this study are as follows: First, teachers in secondary special classes have been conducting alternative assessments based on observation for data sources about student's learning progress and providing feedbacks to their students. Second, teachers in secondary special classes utilized the results of assessments to plan and to modify their instructional methods and align each subject with integrated students' Individualized Education Program(IEP)s. Mostly, processes of academic assessments in secondary special classes focused on IEP. They collaborated with families and other colleagues in the form of supports for students to participate in school assessment programs and exchanging information about results of assessment and student's performance in class. Third, educational assessment can be helpful to teacher in identifying student's achievement and developing their individualized goal and objects. On the other hand, teachers in secondary special education classes have negative perception of educational assessment, because it depends on teacher's belief and competence. And, they have difficulty in integrating student's IEPs and collaboration with families and other colleagues. Fourth, it is necessary to improve educational assessment in secondary special classes, that a new understanding is necessary regarding perception of educational assessment of students. And it is essential to enhance teacher training programs and to develop collaborative system in educational assessment of students.
KW - teachers’ perception;secondary special education classes;assessment for students with developmental disability
DO - 10.19049/JSPED.2017.18.3.09
ER -

최은원, 남경욱 and Shin, Hyunki. (2017). Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations. Journal of Special Education: Theory and Practice, 18(3), 225-252.

최은원, 남경욱 and Shin, Hyunki. 2017, "Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations", Journal of Special Education: Theory and Practice, vol.18, no.3 pp.225-252. Available from: doi:10.19049/JSPED.2017.18.3.09

최은원, 남경욱, Shin, Hyunki "Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations" Journal of Special Education: Theory and Practice 18.3 pp.225-252 (2017) : 225.

최은원, 남경욱, Shin, Hyunki. Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations. 2017; 18(3), 225-252. Available from: doi:10.19049/JSPED.2017.18.3.09

최은원, 남경욱 and Shin, Hyunki. "Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations" Journal of Special Education: Theory and Practice 18, no.3 (2017) : 225-252.doi: 10.19049/JSPED.2017.18.3.09

최은원; 남경욱; Shin, Hyunki. Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations. Journal of Special Education: Theory and Practice, 18(3), 225-252. doi: 10.19049/JSPED.2017.18.3.09

최은원; 남경욱; Shin, Hyunki. Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations. Journal of Special Education: Theory and Practice. 2017; 18(3) 225-252. doi: 10.19049/JSPED.2017.18.3.09

최은원, 남경욱, Shin, Hyunki. Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations. 2017; 18(3), 225-252. Available from: doi:10.19049/JSPED.2017.18.3.09

최은원, 남경욱 and Shin, Hyunki. "Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations" Journal of Special Education: Theory and Practice 18, no.3 (2017) : 225-252.doi: 10.19049/JSPED.2017.18.3.09