The purpose of this study is to describe and analyse teachers´experiences of work with assessment for learning in education for pupils with intellectual disabilities, with the starting point to make the pupils involved and active in their own learning and knowledge development. The study sheds light on what strategies in assessment for learning teachers use in their teaching. My study is based on five semi-structured interviews with teachers working with pupils with intellectual disabilities grade 7-9.

The results show that teachers have many strategies for the assessment process to increase the pupils´knowledge development, but not enough knowledge of strategies to get the pupils involved in the assessment process in full. The problem area I have identified are related to  difficulties enabling the pupils to be a resource for each other and to get the pupils to own their own learning. All teachers raises the dilemma between the pupils´cognitive disabilities and the curriculum requirement that pupils are actively engaged in the assessment process.

Keywords

Assessment for learning, formative assessment, intellectual disabilities, knowledge development, compulsory education for pupils with intellectual disabilities