Adaptive Formative Assessment Practices in Special Schools: A Case Study of Teachers Working with Students with Mild Intellectual Disabilities

Anna Ratri Kartikaningrum; Fajar Indra Septiana; Muhammad Aditya Firdaus

doi:10.55227/ijhess.v5i3.1989

Authors

Anna Ratri Kartikaningrum Universitas Islam Nusantara
Fajar Indra Septiana Universitas Islam Nusantara
Muhammad Aditya Firdaus Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.55227/ijhess.v5i3.1989

Keywords:

formative assessment, special education, mild intellectual disabilities, teacher strategy, inclusive instruction

Abstract

This study investigates the implementation of formative assessment in special schools as a pedagogical strategy to support learning among students with mild intellectual disabilities. Using a qualitative case study approach, the research was conducted at SLB Frobel Montessori 1 (Jakarta) and SLB Frobel Montessori 2 (Depok), involving classroom teachers directly responsible for designing and applying formative assessment. Data were gathered through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that formative assessment was initiated through structured routines to enhance student readiness, but was often constrained by short attention spans and limited assessment media. Teachers employed flexible strategies to address behavioral and instructional challenges, including simplified instructions, visual aids, and differentiated rewards. While assessment results were used to inform instructional planning, the application remained informal due to resource limitations and diverse student abilities. Additionally, the absence of institutional support—such as training, teaching assistants, and adaptive materials—posed a significant barrier to sustained implementation. The study concludes that while teachers exhibit strong commitment and creativity, the effectiveness of formative assessment depends on systemic support, professional development, and context-responsive assessment models tailored to special education settings.

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