Teachers’ Strategic Use of Formative Assessment to Support Students With Learning Difficulties
Keywords:
Critical reflection, graduate education, assessment strategies, reflective pedagogy, qualitative research, higher education, faculty development, TehranAbstract
This study aimed to explore how teachers strategically use formative assessment to support students with
learning difficulties in inclusive classroom settings. This qualitative research employed a
phenomenological approach to investigate the lived experiences of teachers implementing formative
assessment practices. Data were collected through semi-structured interviews with 30 teachers from
primary and secondary schools in Tehran, Iran. Participants were selected using purposive sampling,
ensuring that all had direct experience working with students diagnosed with learning difficulties such
as dyslexia, ADHD, and auditory processing disorders. Interviews were transcribed and thematically
analyzed using Braun and Clarke’s six-phase framework, supported by NVivo software. Theoretical
saturation was reached by the 30th interview. Three overarching themes were identified: differentiated
assessment strategies, pedagogical responsiveness, and professional and contextual constraints. Teachers
employed a range of adaptive techniques such as multimodal tools, scaffolded goal setting, and tiered
tasks to accommodate learners’ needs. Pedagogical responsiveness included real-time instructional
adjustments, emotional support, and culturally sensitive practices. However, systemic barriers—such as
institutional pressure, lack of training, and emotional fatigue—limited the consistent application of
formative assessment. Teachers emphasized the need for flexibility, emotional awareness, and studentcentered planning in their formative assessment approaches. The study reveals that while teachers
possess the skills and commitment to strategically use formative assessment for students with learning
difficulties, external constraints hinder full implementation. Effective formative assessment in inclusive
classrooms requires pedagogical expertise, institutional support, and an assessment culture that
prioritizes learning over standardization. Policy reforms and professional development are essential to
enable teachers to assess responsively and equitably.
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