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Federal Republic of Germany

Federal Republic of Germany. 16 „Länder“ 1 Basic Law „ Nobody may have disadvantages because of his or her disability“ 16 Laws of Education 16 different developments in case of SEN. Assessment. KMK-Statistics, October 2006.

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Federal Republic of Germany

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  1. Federal Republic of Germany 16 „Länder“ 1 Basic Law „Nobody may have disadvantages because of his or her disability“ 16 Laws of Education 16 different developments in case of SEN Assessment KMK-Statistics, October 2006 Anette Hausotter, Cavendish 2008

  2. Current situation in Germany Germany has still a lot of special schools for different types of SEN • First step: an initial assessment still is necessary, because of great number of existing special schools (tests, monitoring, SNE- expert’s report) • Second step: on-going assessment (IEP and SENSP) • Long-term-aim: a movement and development away from step 1 towards step 2 on-going-assessment Anette Hausotter, Cavendish 2008

  3. Main Questions from a German point of view • HHow concrete can assessment standards be and how general must they be? • HHow can we deal with the dependence of achievements at school on the social status of pupils and students? • WWhat are – in all fields of assessment like literacy, mathematics, behaviour, language- and speech-competence and so on – the concrete contents of assessment? • WWhat are – even in the same fields - the concrete methods of assessment? • WWhat are the arguments and the theoretical backgrounds for preferring these contents and these methods? Are there any theories, empirical results or other experiences that support those choices of contents and methods? Anette Hausotter, Cavendish 2008

  4. research • Child as an involved member of the assessment process (e.g. Index for Inclusion, individual scholastic concepts) • Tasks for assessment research have to be requested in future (e.g. in relation to the questions above) Anette Hausotter, Cavendish 2008

  5. Approaches • Policy aspects of school evaluation concerning the kind of inclusion of pupils with SEN ( e.g. school inspection, school evaluation…) • Child-oriented and ongoing assessment – taking into account the individual environmental situation ( not only the individual, but in a holistic way) • Didactic-methodical analysis of teaching concepts towards more self-organised learning Anette Hausotter, Cavendish 2008

  6. Current Thinking on assessment of the thinking skills with pupils with SEN • Self organisation: informal methods, mostly developed by the schools. • Problem-solving-strategies: informal, e.g. in which way does the child solve the mathematic exercise? Writing: how is the correspondence/correlation between grapheme and morpheme? • Evaluation of the child's situation: feels the child included into his/her school? • Self-assessment: informal, partly formal methods Anette Hausotter, Cavendish 2008

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