Pebriawan, I Gede Angga (2026) THE IMPLEMENTATION OF ASSESSMENT IN INCLUSIVE CLASSROOM AT SD DANA PUNIA SINGARAJA. Undergraduate thesis, UNIVERSITAS PENDIDIKAN GANESHA.
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Abstract
The implementation of assessment in English language learning in elementary school inclusion classrooms still faces various challenges, particularly in accommodating the diversity of student abilities and the limited availability of guidelines for differentiated assessment. Furthermore, research specifically examining assessment practices in English language learning in elementary school inclusion classrooms remains limited. This study aims to analyze the implementation of assessment and the challenges faced by teachers in English language learning in inclusive classrooms. This study used a qualitative approach with a single case study design. The research subjects consisted of one English teacher and 28 second-grade elementary school students. Data were collected through document analysis, classroom observation, and interviews. The research findings indicate that assessments are conducted through diagnostic, formative, and summative assessments. Diagnostic assessments are administered to all students via oral questions to identify their readiness to learn and prior knowledge. Formative assessments are conducted on an assignments and feedback during the learning process, with adjustments made according to the needs of students in the inclusive classroom. Meanwhile, summative assessments were conducted at the end of each chapter or unit through daily quizzes and end-of-semester exams, with the number of questions adjusted based on student needs and support from special education teachers for students with special needs during instruction and assessment. Teachers faced several challenges, including student ability diversity, time constraints, and the lack of structured, differentiated assessment guidelines. Overall, assessments are conducted adaptively and are oriented toward the learning process. These findings imply the importance of developing systematic differentiated assessment guidelines as well as enhancing training and support for teachers so that the implementation of assessments in inclusive classrooms becomes more effective.
| Item Type: | Thesis (Undergraduate) |
|---|---|
| Uncontrolled Keywords: | Diagnostic Assessment, Formative Assessment, Summative Assessment, Inclusive Classroom, English Language Learning, Elementary |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Bahasa dan Seni > Jurusan Bahasa Asing > Program Studi Pendidikan Bahasa Inggris (S1) |
| Depositing User: | I GEDE ANGGA PEBRIAWAN |
| Date Deposited: | 21 Jul 2026 08:12 |
| Last Modified: | 21 Jul 2026 08:12 |
| URI: | http://repo.undiksha.ac.id/id/eprint/31209 |
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