Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 5 2024 01 01 Teachers’ Strategic Use of Formative Assessment to Support Students With Learning Difficulties Teachers’ Strategic Use of Formative Assessment to Support Students With Learning Difficulties 1 9 EN Journal Article 2023 11 17 <p>This study aimed to explore how teachers strategically use formative assessment to support students with&nbsp;<br>learning difficulties in inclusive classroom settings. This qualitative research employed a&nbsp;<br>phenomenological approach to investigate the lived experiences of teachers implementing formative&nbsp;<br>assessment practices. Data were collected through semi-structured interviews with 30 teachers from&nbsp;<br>primary and secondary schools in Tehran, Iran. Participants were selected using purposive sampling,&nbsp;<br>ensuring that all had direct experience working with students diagnosed with learning difficulties such&nbsp;<br>as dyslexia, ADHD, and auditory processing disorders. Interviews were transcribed and thematically&nbsp;<br>analyzed using Braun and Clarke’s six-phase framework, supported by NVivo software. Theoretical&nbsp;<br>saturation was reached by the 30th interview. Three overarching themes were identified: differentiated&nbsp;<br>assessment strategies, pedagogical responsiveness, and professional and contextual constraints. Teachers&nbsp;<br>employed a range of adaptive techniques such as multimodal tools, scaffolded goal setting, and tiered&nbsp;<br>tasks to accommodate learners’ needs. Pedagogical responsiveness included real-time instructional&nbsp;<br>adjustments, emotional support, and culturally sensitive practices. However, systemic barriers—such as&nbsp;<br>institutional pressure, lack of training, and emotional fatigue—limited the consistent application of&nbsp;<br>formative assessment. Teachers emphasized the need for flexibility, emotional awareness, and studentcentered planning in their formative assessment approaches. The study reveals that while teachers&nbsp;<br>possess the skills and commitment to strategically use formative assessment for students with learning&nbsp;<br>difficulties, external constraints hinder full implementation. Effective formative assessment in inclusive&nbsp;<br>classrooms requires pedagogical expertise, institutional support, and an assessment culture that&nbsp;<br>prioritizes learning over standardization. Policy reforms and professional development are essential to&nbsp;<br>enable teachers to assess responsively and equitably.</p> https://journalapes.com/index.php/apes/article/download/36/30