Assessment of Science in Special Education Schools: Teachers’ Perceptions and Practice

A shift from traditional methods of teaching science to modern and better suited to pupils can be noticed in Slovenian primary schools. They should also be followed by assessment both in regular primary schools and special education schools. The purpose of this study was to find out the perceptions of special education teachers about their own practice of science assessments and their actual practices. A questionnaire and authentic written tests were used for the research. Comparative analysis revealed considerable inconsistency between perceptions and practices. The greatest differences were found in the cognitive levels of knowledge and process skills. The research results raise teachers’ awareness and thus enable changing of their practices.