Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Area of Science:

• Special Education
• Educational Psychology

Background:

• Self-assessment positively impacts self-regulated learning and academic achievement.
• Self-assessment and its instruction are under-researched in students with intellectual disabilities.

Purpose of the Study:

• To examine self-assessment expressions documented by students with intellectual disabilities in learning diaries.
• To investigate how video recordings facilitate self-assessment among these students in a Finnish special needs class.

Main Methods:

• Qualitative, data-driven study using naturally occurring data.
• Analysis of tablet-based learning diaries (N=6) and video recordings of self-assessment situations (N=17).

Main Results:

• Student self-assessment expressions ranged from vague to argumentative and reflective.
• Video recordings served multiple functions: directing, instructing, demonstrating, and providing feedback.

Conclusions:

• Video recordings can effectively facilitate self-assessment practices for students with intellectual disabilities.
• This approach supports the development of self-assessment skills in special needs education.