A1 Journal article (refereed)
Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability (2022)


Räty, L. M. O., Vehkakoski, T., & Pirttimaa, R. A. (2022). Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability. Journal of Intellectual Disabilities, Early online. https://doi.org/10.1177/17446295221088163


JYU authors or editors


Publication details

All authors or editors: Räty, Lauri M. O.; Vehkakoski, Tanja; Pirttimaa, Raija A.

Journal or series: Journal of Intellectual Disabilities

ISSN: 1744-6295

eISSN: 1744-6309

Publication year: 2022

Publication date: 27/04/2022

Volume: Early online

Publisher: SAGE Publications

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1177/17446295221088163

Publication open access: Not open

Publication channel open access: Channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83714


Abstract

Self-assessment has been shown to have positive effects on students’ self-regulated learning strategies and academic achievement. However, self-assessment and self-assessment instruction are under-researched areas among students with intellectual disability. This data-driven qualitative study aimed at examining the self-assessment expressions students with intellectual disability documented in their learning diaries and how the teacher and teaching assistants used video recordings to facilitate students’ self-assessments in one Finnish special needs education class. The naturally occurring research data consisted of both students’ tablet-based learning diaries (N = 6) and video recordings of students’ self-assessment situations (N = 17). The results show that students’ self-assessment expressions varied from short and vague expressions to argumentative and reflective assessments. The use of video recordings served various functions, such as directing and instructing students, demonstrating assessment and providing feedback. The outcomes of this study demonstrate how the self-assessment practices of students with intellectual disabilities can be facilitated by using video.


Keywords: people with intellectual disabilities; learning; evaluation; self-evaluation; educational evaluation; learning diaries; self-direction; classroom work; tablet computers; educational programmes (media); learning styles; teaching and instruction; special education (teaching); special pedagogy; video interaction guidance

Free keywords: classroom interaction; intellectual disability; self-assessment; tablet-devices; video-based instruction


Contributing organizations


Ministry reporting: No, publication in press

JUFO rating: 1

Preliminary JUFO rating: 1


Last updated on 2022-27-10 at 11:03