A Study On The Mathematic Academic Assessment Standard Modification For Students With Intellectual Disability Followed In Primary School In Shanghai

Considering the Opportunity to Learn of students with Intellecture Disability (ID), standard modifications for the academic assessment in General Education is necessary to them. However, there is not any specific and operational academic assessment standard in our country for students with ID followed in the general school. In this research, the researcher investigated the current situation of academic assessment standard modification for the student followed in primary schools. The research also operated a method of modifying a assessment standard for students with ID by combining the experts estimation and students performance together. The advices about mathematic academic assessment modifications for students with ID followed in primary school in Shanghai are also given.The results are in the following:1. Less than a half of primary schools have modified the mathematic academic assessment standard for students with ID. Delating relative knowledge contents and changing the passing score directally are most used in these schools.2. The modifications on knowledge contents and passing scores are mainly decided by the school policy. Most teachers think using the unmodified assessment standard for students with ID is unreasonable. The researcher suggest that the judging system and group for the standard modification should be build up as soon as possible. The reliable assessment tools are necessary.3.The estimated cut-score from experts on Mathematic Academic Assessment Tools for the Student with Intellecture Disability Followed in the Primary School is lower among high-grade students. The score of deeper cognitive lever is also lower. However, the passing rate of students with ID is growing by the grade.4. The advices for mathematic academic standard modification are also given by different knowledge contents. The research also recommended that teachers may appropriately raise the expectations of high-grade students.