Vol. 1, Issue 5 (2016)
Criterion-Referenced assessment in relation to the learning of differently abled children in Zambia
Author(s): Penda Annie
Abstract: This manuscript is a research carried out in Lusaka province at two special schools on the use of criterion-referenced assessment on how it has been of benefit to the children who are differently abled in the school system. The research on criterion-referenced assessment was done in relation to their learning. It was discovered that criterion-referenced assessment is of great benefit to learners who are differently disabled in Zambia in various ways. For instance through this assessment level of performance can be known, there is instruction and behavior modification, needs are addressed early, remedial work can be given, appropriate placement and individual differences are considered. It was also noted that criterion-referenced assessment had some pitfalls such as interpretation being subjective. Despite these failures criterion-referenced assessment is vital in order for a curriculum to meet the needs of differently abled learners in Zambia. The work was an attempt to understand the importance of assessment to learners who are differently abled in Zambia.