A proposed conception of the requirements for improving the effectiveness of innovative assessment techniques for students with mental disabilities and autism spectrum disorders in the light of the skills of the twenty-first century

Mustafa, Wael Kamal Al-Din Hashem

doi:10.21608/mathj.2023.330857

A proposed conception of the requirements for improving the effectiveness of innovative assessment techniques for students with mental disabilities and autism spectrum disorders in the light of the skills of the twenty-first century "a field study in Sohag Governorate

Author

Wael Kamal Al-Din Hashem Mustafa

Minia University

10.21608/mathj.2023.330857

Abstract

The research aimed to identify the intellectual framework of innovative assessment techniques for students with mental disabilities and autism disorders, and the research aimed to define the philosophy, objectives, justifications, and types of innovative evidence-based assessment techniques for students with special needs in the light of the skills of the twenty-first century, and the researcher relied on the forward-looking approach, in addition to the use of the descriptive approach, as the appropriate approaches to research, and the research reached some requirements to improve the effectiveness of innovative evidence-based assessment techniques for students with mental disabilities, And people with autism disorders in the light of the skills of the twenty-first century to ensure their advancement, and the research also reached some recommendations, including: Teaching courses of innovative assessment techniques to students of faculties of education immediately, as modern educational courses according to the latest findings of modern science in this field, Training university students on this type of assessments, and training them on how to evaluate through modern technological techniques such as: Virtual reality devices, artificial intelligence, and other modern and advanced devices, and the integration of innovative assessments into the curriculum should be a collaborative process, involving curriculum experts, measurement and evaluation, practitioners and education leaders, and other professionals who provide services and materials related to assessment.

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