Formative and summative assessment for students with dyslexia

The assessment of students with dyslexia is a crucial aspect of their academic development. Dyslexia, a learning disorder that affects the acquisition of reading and writing skills, requires adapted assessment approaches to accurately understand the student's progress and provide the necessary support.

In this session, we will explore the difference between formative and summative assessment, highlighting key strategies for applying these methods effectively in the context of dyslexia.

Understanding Dyslexia: Challenges and Strengths

• Challenges in the Acquisition of Reading and Writing Skills: Before addressing assessment, it is crucial to understand the specific challenges faced by students with dyslexia. Difficulty with decoding, spelling and reading fluency can affect their performance on traditional assessments, highlighting the need for adaptive assessment methods.

• Recognizing Individual Strengths: In addition to the challenges, it is essential to recognize the unique strengths of students with dyslexia. Many have exceptional abilities in areas such as problem solving, creativity, and visual-spatial intelligence. Assessment should be a process that captures these strengths and provides a holistic view of the student.

Formative Assessment: Strategies for Continuous Progress

• Definition and Purpose of Formative Assessment: Formative assessment focuses on providing continuous feedback during the learning process. Its main purpose is to identify areas for improvement, adjust teaching strategies and support the student's academic progress. For students with dyslexia, this implies a deep understanding of their individual needs.

• Ongoing Observation of Reading Development: In the context of dyslexia, formative assessment involves constant observation of reading development. Teachers should be alert to early signs, such as persistent difficulties in the acquisition of phonological skills, slow reading and frequent spelling mistakes. Early attention to these indicators facilitates timely interventions.

• Personalized Adaptations in the Classroom: Formative assessment allows for the implementation of personalized adaptations in the classroom. These adaptations may include simplifying the language, the use of assistive technologies and modifying the time allowed for assessment. The key is to ensure that the student has equitable access to the assessment and the opportunity to demonstrate their understanding.

• Constructive Feedback and Individual Goals: Constructive feedback is essential in formative assessment. For students with dyslexia, feedback should be specific, highlight strengths and provide strategies to overcome challenges. Setting individual goals in collaboration with the student encourages responsibility and commitment to the learning process.

Summative Assessment: Evaluation of Final Performance

• Purpose and Challenges of Summative Assessment: Unlike formative assessment, summative assessment focuses on measuring final performance at the end of a specific unit, course or period. For students with dyslexia, this can present challenges due to difficulties in written expression and processing speed, which highlights the need for accommodations.

• Variety of Assessment Formats: Summative assessment can be presented in a variety of formats to suit the needs of students with dyslexia. In addition to written exams, practical projects, oral presentations, portfolios and other alternative ways of assessing the student's knowledge and skills can be considered.

• Accommodations in Assessment Conditions: Accommodations in assessment conditions are essential to ensure a fair assessment. This may include extended time, distraction-free assessment environments and the possibility of using assistive technologies such as screen readers. These accommodations allow students with dyslexia to demonstrate their understanding effectively.

Integrated Strategies: Balance between Formative and Summative

• Holi