Differantiated forms of evaluation for students with dyslexia: an example of application in high school mathematics

The selection of appropriate evaluation methods and information collection largely determines the success of the evaluation. The final assessment is implemented after the end of the teaching and aims at the feedback for the students. In particular, for students with dyslexia, teaching assessment through final assessment helps determine performance and criterion. The purpose of the work was to design a final assessment for 5 First Class Junior High students with dyslexia in the subject of mathematics. Differentiated teaching techniques were applied as an alternative way of assessing students with dyslexia. The application was implemented after the completion of the teaching modules and as a simulation programme for the promotion exams. The results were encouraging, the students showed willingness to participate in the tests, the performance anxiety was reduced and the alternative assessment emerged as an effective form of assessment of students with dyslexia. In conclusion, the authentic assessment along with the differentiation of the final product helped the students utilise their degree of readiness and their learning profile.