NEW DIRECTIONS IN THE ASSESSMENT OF STUDENTS WITH SPECIAL NEEDS - THE SHIFT TOWARD A CONSTRUCTIVIST PERSPECTIVE

This article examines the influence of constructivism on models of assessment that are relevant for special education as well as general education. Discussion focuses on the diversity of assessment approaches that have been influenced by constructivist epistemology and the varying degrees to which different assessment systems incorporate constructivist principles. Selected assessment procedures are discussed, ranging from standardized systems to structured, informal assessment systems and unstructured assessment procedures that are reminiscent of Piaget's clinical method. Discussion focuses on new assessment procedures that incorporate selected features of a constructivist philosophy: (1) They are holistic, dynamic, and multidimensional in scope. (2) They account for the complex interactions among development and the curriculum. (3) They address metacognitive processes and strategic learning. (4) They are continuous with instruction. Assessment approaches that incorporate some or all of these characteristics have high-lighted the problems associated with traditional methods of assessment, but the new approaches have raised new problems: practicality, cost-effectiveness, accountability, reliability, and validity. If we are to judge the merits of these new directions in assessment, we must be patient and willing to accept ambiguities.