Volume 6, Issue 178 (2-2024)
J Except Educ 1402, __(178): 96-96 |
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kakabaraee K, khodayar M, afsharniya K, farhiyan M. Identifying the components of dynamic assessment and its
effectiveness on teaching English in mildly mentally retarded
students. J Except Educ 2024; 6 (178) : 5
URL: http://exceptionaleducation.ir/article-1-2571-en.html
URL: http://exceptionaleducation.ir/article-1-2571-en.html
1- , kakabraee@gmail.com
Abstract: (157 Views)
Abstract
Background and purpose: dynamic evaluation is more important than fixed evaluations for the academic
performance of mentally retarded students. This method has been effective for intellectually disabled
students who have reading disorders and socio-cultural disabilities to learn a second language. Therefore,
the present study was conducted with the aim of identifying the components of dynamic assessment and its
effectiveness on teaching English in mildly mentally retarded students.
Method: The research is a quantitative-qualitative combination. The statistical population was the
qualitative part of educational experts and experts, and the quantitative part included students with mental
disabilities in one district of Kermanshah city in 1400. The sample size in the qualitative part was 10 experts,
and the sample size in the quantitative part was 30 people selected based on the purposeful sampling
method and divided into two experimental and control groups by random assignment method. To identify
the components of growth and empowerment factors, the qualitative method was used during the coding
stages (open, central, selective) and finally, the structural equation method was used for the factor analysis
of the indicators. Descriptive statistics and inferential statistics and SPSS software were used to analyze the
findings in the quantitative part.
Findings: The independent variable (group) had a significant effect on the dependent variables (cognitive
strategies, memory, compensation, metacognitive, social dimension, emotional dimension and negativity).
Discussion and conclusion: The results identified two empowering and growing components from the
point of view of the interviewers. The results showed that the dynamic evaluation program was effective on
cognitive, memory, compensation, metacognitive, social, emotional and negativity strategies.
Background and purpose: dynamic evaluation is more important than fixed evaluations for the academic
performance of mentally retarded students. This method has been effective for intellectually disabled
students who have reading disorders and socio-cultural disabilities to learn a second language. Therefore,
the present study was conducted with the aim of identifying the components of dynamic assessment and its
effectiveness on teaching English in mildly mentally retarded students.
Method: The research is a quantitative-qualitative combination. The statistical population was the
qualitative part of educational experts and experts, and the quantitative part included students with mental
disabilities in one district of Kermanshah city in 1400. The sample size in the qualitative part was 10 experts,
and the sample size in the quantitative part was 30 people selected based on the purposeful sampling
method and divided into two experimental and control groups by random assignment method. To identify
the components of growth and empowerment factors, the qualitative method was used during the coding
stages (open, central, selective) and finally, the structural equation method was used for the factor analysis
of the indicators. Descriptive statistics and inferential statistics and SPSS software were used to analyze the
findings in the quantitative part.
Findings: The independent variable (group) had a significant effect on the dependent variables (cognitive
strategies, memory, compensation, metacognitive, social dimension, emotional dimension and negativity).
Discussion and conclusion: The results identified two empowering and growing components from the
point of view of the interviewers. The results showed that the dynamic evaluation program was effective on
cognitive, memory, compensation, metacognitive, social, emotional and negativity strategies.
Article number: 5
Type of Study: Original Article |
Subject:
Mental Retarded
Received: 2023/Feb/Wed | Revised: 2024/Mar/Sun | Accepted: 2023/Jun/Wed | Published: 2024/Mar/Sun | ePublished: 2024/Mar/Sun
Received: 2023/Feb/Wed | Revised: 2024/Mar/Sun | Accepted: 2023/Jun/Wed | Published: 2024/Mar/Sun | ePublished: 2024/Mar/Sun
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