Design and Development of English-speaking Skills Formative Assessment Tool for Students with Autism Spectrum Disorder through Project-Based Learning: A Needs Analysis
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Abstract
Children with Autism Spectrum Disorder (ASD) often face communication challenges, including echolalia, literal interpretation, and speech delays, which hinder their spoken language development and social interactions. Formative assessment provides ongoing feedback tailored to these unique needs, supporting language acquisition and tracking progress. Project-Based Learning (PBL) further enhances language development by engaging students in meaningful, real-world tasks that promote practical communication and social regulation skills. In Malaysia, where ASD students’ speaking skills are assessed using standardised Classroom-Based Assessment (CBA), this study explores the need for a specialised formative assessment tool. Designed for primary school settings, the proposed tool incorporates instruments, rubrics, and performance descriptors specific to ASD learners. Data accumulated from teachers’ responses using survey design were analysed statistically. Four primary factors affect the needs of having this formative assessment tools: (1) teachers’ perceptions; (2) teachers’ practices; (3) teachers’ difficulties; and (4) teachers’ knowledge and abilities. The findings from the needs analysis indicate a clear need for the design and development of a PBL-based formative assessment tool specifically aimed at enhancing English-speaking skills in students with ASD.
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References
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