Mukassyafah, Siti Aisaturrohmi (2026) THE IMPLEMENTATION OF ASSESSMENT IN INCLUSIVE CLASSROOM AT SDN 1 MUNDUK. Undergraduate thesis, Universitas Pendidikan Ganesha.
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Abstract
This study aims to investigate the assessment planning and implementation of assessment in an inclusive English language classroom at SDN 1 Munduk, as well as the challenges faced by English teacher in assessing students with diverse learning needs. This study uses a qualitative approach using a single-case study design. Data were collected through classroom observations, interviews, and document analysis, including learning modules, worksheets, and assessment instruments. The findings indicate that teacher implement diagnostic, formative, and summative assessments in the inclusive classroom. Diagnostic assessment is conducted through classroom observation, oral questioning, and simple reading activities to identify students’ reading abilities, learning pace, and learning difficulties before determining subsequent assessment strategies. Formative assessment is conducted through oral questioning, class discussions, classroom observations, worksheets, and speaking activities to gather information about students’ learning progress and to provide tailored assignments and feedback based on students’ readiness and achievement levels. Summative assessment is planned by adjusting the difficulty level of tasks, simplifying instructions, providing extra time, and allowing for alternative response formats based on information gathered from previous assessments. This study also identified several challenges faced by teacher, including differences in students’ academic abilities and learning paces, difficulties in designing assessment tasks for a diverse student population, providing intensive support for students with learning difficulties, and maintaining a conducive classroom atmosphere. Overall, the findings suggest that the teacher endeavored to implement flexible and responsive assessment practices in the inclusive classroom, although some of these practices remained heavily dependent on the teacher’s personal initiative and experience. Keywords: assessment, assessment implementation, English language learning, inclusive classroom, learning difficulties.
| Item Type: | Thesis (Undergraduate) |
|---|---|
| Uncontrolled Keywords: | penilaian, pelaksanaan penilaian, pembelajaran bahasa Inggris, kelas inklusif, kesulitan belajar. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LC Special aspects of education |
| Divisions: | Fakultas Bahasa dan Seni > Jurusan Bahasa Asing > Program Studi Pendidikan Bahasa Inggris (S1) |
| Depositing User: | SITI AISATURROHMI MUKASSYAFAH |
| Date Deposited: | 22 Jul 2026 02:55 |
| Last Modified: | 22 Jul 2026 02:55 |
| URI: | http://repo.undiksha.ac.id/id/eprint/31254 |
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