Can the Engagement Model act as a replacement for the P-scale assessment system? : Issues in monitoring the progress of students with autism and severe learning difficulties.

Aidonopoulou, T. (2021) Can the Engagement Model act as a replacement for the P-scale assessment system? : Issues in monitoring the progress of students with autism and severe learning difficulties. Support for Learning. 0268-2141.

Aidonopoulou_Tereza_SfL_2021_Can_the_Engagement_Model_act_as_a_rep ... (394kB)

Aidonopoulou_Tereza_SfL_2021_Can_the_Engagement_Model_act_as_a_rep ... (134kB)

Item Type:	Article
Abstract:	The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P‐scales assessment for students not yet involved in a subject‐specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non‐academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P‐scale system as it serves a different purpose.
Uncontrolled Keywords:	Engagement Model, Original Article, Original Articles, P‐scales, assessment, autism, inclusion
Creators:	Aidonopoulou, Tereza
Date:	7 May 2021
Date Type:	Publication
Journal or Publication Title:	Support for Learning
Language:	English
DOI:	https://doi.org/10.1111/1467-9604.12354
ISSN:	0268-2141
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://nasenjournals.onlinelibrary.wile... https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/14555

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