Graeme Douglas|Mike McLinden|Christopher Robertson|John Travers|Emma Rawlings Smith
Including Pupils with Special Educational Needs and Disability in National Assessment: Comparison of Three Country Case Studies through an Inclusive Assessment Framework
University of Birmingham|University of Birmingham|University of Birmingham|St. Patrick's Hospital|University of Leicester
assessment educational progress outcomes pupils important concerned education includes testing undertaken accountability award bearing purposes article examines students special educational needs disability send included assessment inclusive assessment framework outlined based around three core features 1 students included benefit assessment 2 assessments accessible appropriate diverse range children education system 3 full breadth curriculum assessed including curriculum areas particular relevance students send assessment policies practice three countries england ireland us drawn upon demonstrate framework usefully enables betweencountry comparisons withincountry analysis analysis shows comparison ireland us england highly developed systembased approaches assessment seek include feature 1 accessible appropriate feature 2 however analysis highlights consequence assessment approaches narrowing curriculum around topics assessed notably literacy mathematics approaches therefore may expense wider curriculum areas value students often particular value send feature 3 argued within systems may danger neglecting third feature inclusive assessment framework ie ensuring full breadth curriculum assessed consequence omission could failure assess celebrate progress relation educational outcomes relevant diverse range students