3. ILLUSTRATED ASSESSMENT VS. WORDED ASSESSMENT: VS. WORDED ASSESSMENT: ITS INFLUENCE ON THE CONCEPTUAL UNDERSTANDING OF CHILDREN WITH LEARNING DISABILITIES IN PHYSICS CIFIDE LUVIT G. APOSTOL Teacher 1, GSC SPED Integrated School Proponent

4. Funda Ornek, et.al. (2008). What Makes Physics Difficult?.International Journal of Environmental & Science Education. IJESE,Australia “Physics is difficult.” “Physics is difficult.”

7. Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. Definition Adopted by the Learning Disabilities Association of Canada January 30, 2002

8. WHAT CAN BE DONE TO HELP THE CHILDREN WITH LEARNING DISABILITIES LEARN?

9.  Visual Spatial Learning Styles is one of eight types of learning styles defined in Howard Gardner's theory of Multiple Intelligences.

10. UTILIZATION OF ILLUSTRATION DURING LEARNING SCIENCE TEXTBOOK PASSAGES AMONG LOW- AND HIGH-ABILITY CHILDREN Matti Hannus and Jukka Hyona- Contemporary Educational Psychology,1999- Elsevier. Finland

11. RESEARCH OBJECTIVES: Development of an illustrated type of assessment in physics for students with learning disability Determination of the influence of illustrated type assessment on the conceptual understanding of students’ with learning disabilities in physics.

12. METHODOLOGY METHODOLOGY TOOLS FOR DATA GATHERING  ILLUSTRATED ASSESSMENT PAPERS  WORDED ASSESSMENT PAPERS  Appreciation Level Questionnaire

13. CONCEPTUAL FRAMEWORK PHYSICS Illustrated Assessment Worded Assessment Improved Proficiency Level Development of Enriched School Assessment Program Students with Learning Disabilities

14. ILLUSTRATED ASSESSMENT sample item: WORDED ASSESSMENT sample item:

15. Appreciation Level Questionnaire

16. TOOLS FOR DATA ANALYSIS  The arithmetic means (Proficiency Level)  Bivariate Statistical Treatment Tool (Proficiency Level Variance )  HEDI criteria - a four-point rating scale adopted from Ratings and Evaluations 2012-13 Teacher Effectiveness Program Handbook, NYC Department of Education

17. RESPONDENTS 48 Fourth Year High School Students of GSC SPED Integrated School Inclusive class of students with learning disabilities (BP,HI, VI, CWA)

18. RESULTS:

20. Statistical analysis revealed that there is significant difference between two mean scores (tc = 3.73 > 2.052) set at 5% level of confidence.

21. Q1: Which assessment is easier to comprehend? Q2: Which assessment is much easier to answer? Q3: Which assessment the meaning of the word is much easier to get? Q4: Which assessment motivates you more to read and accomplish? Q5: Which assessment you prefer more to take? Why?

22. WHY? fun to read and answer not boring, motivates readers very attractive to look easier to comprehend easier to answer.

23. Give specific and significant details of the problem problem is easily understood, interpreted and analyzed. Pictures provide idea, better understanding lessen confusion.

24. CONCLUSION Illustrated Assessment provides greater proficiency level of learning than the worded type of assessment. Illustrated Assessment is more effective form of assessment than worded type of assessment.

25. CONCLUSION Illustrated Assessment is an active form of assessment which provides improvement in students content understanding. Illustrated Assessment grants students with learning disability pleasure and enthusiasm while reading and solving problem

26. Illustrated Assessment improves learning comprehension Illustrated Assessment provides ease in problem solving Illustrated Assessment offers encouragements to perform learning tasks CONCLUSION

27. Illustrated Assessment improves the quality of work of students with learning disability.

28. RECOMMENDATION: an illustrated type of assessment must be carefully formulated and developed to address needs of learners, with or without learning disability.

29. RECOMMENDATION: Teachers should receive formal training in assessment design or analysis particularly on illustrated assessment

30. RECOMMENDATION: Validation of the illustrated assessment must be done ahead prior to its use Enlarged and more detailed illustrations are strongly recommended for students with residual vision

31. Further study be done on to further validate the outcomes, observations, conclusions accomplished by this research. RECOMMENDATION:

32. THANK YOU & GOD BLESS!