Today’s article will try to give you some guidelines that I follow in my subject to adapt the contents of a continuous reinforcement exam for students with Special Educational Needs (SEN). Without a doubt, it is a duty as well as an obligation to address the diversity of the classroom in all aspects of the curriculum of a signature.
I also want to make it clear that these orientations will focus on reinforcement students (R), students who are adapted to the curriculum, but without deleting content. If you want to know the difference between Reinforcement (R) and Significant Adaptation (AC), I refer you to the following link.
10 continuous reinforcement exam
10 Orientations that you must take into account when preparing a continuous reinforcement exam for students with Special Educational Needs.
It is very important that you take into account the meaning of the adapt concept. I explain. When you adopt an exam, what you should do is take as a reference model the ordinary exam that you plan to put on the group. There is no need to do a different exam than the group, but adapted to the content provided for the test. To do this, you must always prepare the ordinary exam first and then the reinforcement exam.
In a non-significant curricular adaptation, that is, in a reinforcement exam, none of the contents of the Didactic Unit should be deleted, but adapted. Only contents in the Significant Curricular Adaptations (AC) are suppressed. Even so, there are always exceptions.
The area teacher is responsible for preparing the adapted reinforcement exam. It is an aspect that not all teachers have clear and in which I want to insist. The Pedagogue Therapist is not the professional who must adapt the exam, but the professor of the subject.
Although the head teacher of the area is responsible for preparing the adapted or reinforcement exam, it is important that, previously, there has been a coordination with the Pedagogue Therapist. In this meeting, it is agreed which students will have the adapted reinforcement exam. It is also important that at this meeting the professor has done the strengthening test and can teach the Pedagogue Therapist to assess the adapted test and propose, if necessary, the modifications that are appropriate depending on the profile of the students. In the event that the teacher can not meet the subject and the Pedagogue Therapist can send the adapted exam by mail and communicate using this method.
The teacher of the subject is also responsible for correcting and qualifying the student who has completed the reinforcement exam. In addition to correcting and adapting the exams and the content of the subject, it is also the one that decides the grade of each evaluation, a note that is recommended to be agreed with the Pedagogue Therapist.
The score of a reinforcement exam must be the same as that of the ordinary exam. About the score of an exam I recommend that whenever possible, you score the exam not on 10 points, but on 100 points. The correction is much simplified and it is easier to score more objectively. If you want to know more about why to rate an exam or test over 100 points, I refer you to the following link.
The extension of a test of reinforcement should be less than that of the ordinary exam. But we must not forget that, even if it is shorter, it must incorporate all the sections of the ordinary examination. It is simply about suppressing exercises or sections, but never contained.
It is important that the statement of a reinforcement test be as brief as possible. In addition to brief, it is recommended that it only contain one instruction. In this way you ensure that the student focuses on a single action and answer with greater guarantees.
9. Discriminatory questions
The discriminatory questions are those questions in which the answers in the exam are written. Being a test of reinforcement is important to make good use and not an abuse of these types of questions, since the test may be too simple in terms of which students. Therefore, the most advisable thing is for the student to respond, not from two options, for example, but from three or more.
10. Open questions
In the case of open questions, that is, those questions in which you have to develop a concept, topic, section, etc. my advice is to try to be as patterned as possible. It is important that the student who will take the reinforcement exam has a simple script to be able to develop the open question in question. For example:
Example of reinforcement exam
Here you have two links where you can see some the difference between an ordinary exam and a continuous reinforcement exam. It is important that you notice how similar they are at first glance.
- Ordinary exam
- Continuous reinforcement exam
These are my recommendations when performing a test adapted for students with Special Educational Needs.