Mathematics Assessment Design and Implementation in Inclusive School

Lesson plans are important matters that have to be prepared before the learning begins. One of the plans is assessment in which it is used to acknowledge the students’ ability, inability, and needs at the moment. One problem faced by the teachers in conducting mathematics assessment is that they are not specifically assigned to teach students with special needs. Therefore, the aim of this study is to design and implement mathematics assessment for eight grade students in SMPN X Bandung. The method used for the study was a mixed research method of qualitative and quantitative with exploratory sequential design. Triangulation was used for qualitative method, while the quasi experiment technique was used for the quantitative method. Sampling technique used was purposive sampling with one class as a respondent consisting of 35 students (15 males and 20 females), where one of the students is special need student, autism. Data collection technique used was mathematical academic assessment instrument, observation and interview. The result of students’ mathematical academic assessment pattern implementation was in the form of data of students’ ability, inability, and needs. It was concluded that the arranged and implemented assessment design was able to interpret students’ ability, inability, and needs inside the classroom.