Inclusive practices of formative assessment For selfrepresentation of culturally Marginalised tribal students

Abstract

Formative assessment has been identified as one of the key newlinecomponents of an educational system which has an enabling newlineorientation and an objective of competency building. The present newlineresearch inquires whether the educational policies, curriculum and newlinepractices in Kerala envisage assessment that is formative in the context newlineof increased rate of dropouts of culturally marginalised tribal students newline(CMTS) sampled from Wayanad district of the state. Specifically, the newlineinclusive nature of formative assessment is examined. newlineThe question of dropout and marginalisation is addressed from newlinethe point of view of institutional responsibility of inclusiveness. The newlinenature of the issue required a critical examination of theoretical works newlineon institutionalisation of exclusion. In the course of the theoretical newlinerevisit, issues related to the nature of what is called reality and newlineknowledge are unfolded. Examining theories on the role of language, newlineideology and discursive practices, the study comes to the position that newlinestructures of power and those of knowledge are linked with each other. newlineHowever, this relationship is not taken as that of unidirectional newlinedetermination. Oriented by this general theoretical perspective, the newlineresearch probs into the issue of dropout and marginalisation of CMTS newlinein the current educational system. newlineThe method and validation of data were carried out on the newlineground of theoretical standpoint. The theoretical framework of the newlineresearch is formed after an examination of textual, historical and newlineobjectivist views. Avoiding bracketing approaches on the basis of newlinebinary oppositions, relevant correlating elements were intelligibly newlinederived from these diverse and conflicting approaches with an eye on newlinethe purpose of the present research and and#819;multi-sourced theoretical newlineapproach has been developed and exercised in the research. The newlinetheoretical approach of the research is designated as textual-historical newlineand objective. The study used the design of concurrent triangulation newlinewithin the general framework of mixed methodology.