– The purpose of this paper is to reflect on how developments in evidence-based intervention and assessment frameworks are centrally important in implementing assessment structures for non-accredited learning of students with special educational needs. It brings together two projects which have developed taxonomies of learning, seeking ways in which to provide evidence of progress against pre-determined scales and prioritising the importance of measuring small steps of achievement.
– In both cases, this was accomplished by trialling assessment descriptors and criteria, developing a robust assessment continuum and identifying the continuous developmental process, with achievement acting as a baseline for further development.
– The assessment strategies employed by both projects allowed for the evaluation of learner progress where standardised forms of assessment were inappropriate, offering approaches for raising aspirations in an individualised and relevant way. Increased availability and use of toolkits offering constructive approaches to assessment are needed not only to evidence learner progress but also to guide future learning interventions. Ways of enabling achievements to be plotted against measures of success are of vital importance to learners with special educational needs, who require support in evidencing what they can do, rather than what they cannot.
– Whilst these projects will be of particular interest to those working in the field of special education, they are of relevance to anyone seeking positive ways of performing assessment.
