The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of formative assessment for non-verbal students with autism and severe learning difficulties. Five students with autism and severe learning difficulties participated in systematic video observations over a period of eight weeks, during which student behaviour and attainment were recorded. The behaviour checklist gave an accurate representation of the students' level of engagement and predicted attainment, but differences in passive learning objectives (those requiring passive co-operation) and active ones (those requiring active contribution) were noted. The introduction of engaging resources improved engagement, but tangible rewards had a negative effect on attainment. Praise had a positive effect on engagement and attainment.

中文翻译：

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针对自闭症和严重学习困难的非语言学生的改良形成评估模型的概念化

自从Black和Wiliam于1998年发表著作以来，形成性评估的普及程度有所提高。尽管它是一种有用的教学工具，但在大多数情况下，只能用于具有较高认知和交流能力的学生。本文的目的是为自闭症和严重学习困难的非语言学生提出一种改良的，个性化的形成性评估模型。五名自闭症和严重学习困难的学生在为期八周的时间内参加了系统的视频观察，并记录了学生的行为和学习成绩。行为检查表可以准确表示学生的参与程度和预期成绩，但是注意到被动学习目标（需要被动合作的目标）和主动学习目标（需要积极贡献的目标）之间的差异。引入引人入胜的资源可改善参与度，但切实的回报会对成就产生负面影响。表扬对敬业度和成就有积极作用。