ASSESSMENT OF STUDENTS FOLLOWING THE LOWER EDUCATIONAL STANDARD IN THE 3RD GRADE OF PRIMARY SCHOOL

Abstract

The article discusses the assessment of knowledge in students enrolled in the program with a lower educational standard (NIS), with a focus on the third grade of primary school. It presents the specific features required for differentiated and developmentally appropriate assessment in accordance with the individual needs of children. Assessment in NIS programs must be designed to be multidimensional and inclusive, where formative assessment, clear performance criteria, and the use of various learning aids and approaches adapted to the cognitive and social abilities of students play a significant role.

This study is theoretically grounded in the formative assessment literature, emphasizing feedback, self-assessment, and clear success criteria as levers for learning (Black & Wiliam, 1998; Hattie & Timperley, 2007; Shute, 2008). Alignment with Bloom’s revised taxonomy ensures that tasks address multiple cognitive processes from remembering to creating (Anderson & Krathwohl, 2001). The use of visual rubrics and multimodal supports is consistent with evidence that explicit criteria and well-designed artifacts improve students’ understanding of quality and support equitable participation (Brookhart, 2013; Mayer, 2009).

The article emphasizes the importance of understanding assessment as a pedagogical tool to support learning and encourages the establishment of an inclusive and supportive learning environment for students with special needs.