Development and validation of an interactive assessment tool for the numerical skills of learners with autism spectrum disorder

Abstract

Despite ongoing policy reforms and curriculum adaptations in inclusive education, learners with Autism Spectrum Disorder (ASD) continue to encounter substantial barriers in accessing high-quality mathematics assessment. These challenges are largely attributed to limited In response to these persistent gaps, this study developed an Interactive Mathematics Assessment Tool (IMAT) in Mathematics, specifically designed to support the crafting and delivery of accessible, engaging, and adaptive assessment tasks for learners with ASD.

Anchored on the Research and Development (R&D) design, the study involved 10 teachers, 5 expert validators, and 5 key teachers from the Schools Division of Apayao. Data were gathered using both researcher-made and adapted survey instruments and were analyzed through descriptive statistics, particularly mean scores, complemented by thematic analysis of qualitative responses to capture teachers’ experiences and assessment practices.

Findings revealed that teachers experience considerable difficulty in designing mathematics assessments across various competencies, with Fractions identified as the most challenging area due to its abstract and multi-representational demands. It was further observed that teachers predominantly rely on the paper-and-pencil tests, oral questioning, manipulatives, picture-based worksheets, and teacher-made activity sheets. While these strategies provide basic support, they remain insufficient in addressing the core dimensions of effective assessment namely accuracy, engagement, and adaptability. In response, Power point based IMAT were developed. Validation results confirmed the assessment tool as very highly valid and acceptable, indicating that integration in classroom settings could improve engagement, autonomy, and numeracy outcomes among learners with ASD.

The study suggests the institutional integration of IMAT, the provision of teacher training, and its extension to other functional academic domains to strengthen inclusive education for learners with ASD.

Keywords: Interactive mathematics assessment tool, Learners with Autism Spectrum Disorder, SNED Teachers, Inclusive Education