THE ATTITUDES OF TEACHER TOWERED NUMERIC ASSMESSMENT IN SCHOOLS FOR PHYSICALLY DISABLED PUPILS

Abstract

The assessment is the biggest problem in teaching practice and the most important research problem which attracts the attention of pedagogues. In pedagogic literature many critics can be found against numeric assessment in regular schools, but this problem has not been researched enough in schools for physical disabled pupils. The attitudes of teachers towered concrete assessment system in these schools can be an excellent indicator of the basic problem of this system and a great indicator for the direction of the special education reforms.
The attitude of teachers shows that current system of assessment is overruled and is neither objective nor practical, because of heterogenic structure of pupils in a class. The school programs are not adapted to the abilities of pupil, so, it is not possible to evaluate school success at all.  The most important function of school assessment should be monitoring of the school progress of physically disabled pupils. This assessment function is mostly used by the teachers. The intervals of school assessment should be more frequent than they are now. A simple and clear definition of teaching goals could make possible for pupils and their parents to understand what school expects of them.