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TopIntroduction
One of the difficulties experienced by Deaf learners is the lack of understanding of Sign language to interact with the teacher in the classroom directly without helping a sign language translator as well as their need to use the supporting tools in the teaching and learning process more efficiently. Assessment is the most significant determinant of student learning, and it should be specific and measurable, it measures the student’s knowledge and skills in their learning area. Assessment plays an important role in learning by encouraging the students to ask questions about anything they have not understood. The students are involved in indirect assessments such as course assessment surveys to increase their self-awareness and engagement.
This paper presents the designing and implementation of Classroom Assessment using United Arab Emirates Sign Language Communicator (CASC) based on Artificial Intelligence (AI) tools to enable Special Needs Students (SN) to overcome the language barrier for the discussion-based learning in classrooms that are focused on giving SN skills to apply their knowledge to real-life problems will make the classes more effective and engaging and help achieve desired outcomes.
CASC model generates a report for students’ understanding and class assessment before ending the course. The generated report is used to customize the courses, teaching methods, and activities to suit SN learners’ needs. This model also predicts SN learners’ learning outcomes based on their responses and guides them in an effective learning environment. CASC model uses oral surveys to monitor the face and body gestures of Deaf students to reduce the failure rate and identify students at risk. The CASC model is shown in Figure.1.
CASC model supports the teaching development and specifies how can we reduce the failure rate of SN students, how can we identify SN students at risk and help teachers choose a strategy to support and motivate them, and how to overcome the language barrier between Deaf students and teachers.
Figure 1.
Teacher and SN student communication
TopLiterature Review
Recently a lot of Classroom Assessment Techniques were suggested to give the teachers and students useful feedback on the teaching and learning (Classroom Assessment Techniques (CATs), 2021) (Diane M. Enerson, 2020). These techniques are considered as one of the parameters to develop the learning and teaching methods, where the following are also involved in the development plan: Class Planning, Questioning Strategies, Problem-Based Learning (PBL), Case Method, Group Learning, and Community-Based Learning: Service Learning. (Center for Innovation in Teaching & Learning, 2020). Finding the key information during the semester regarding the teaching and learning of special needs students in the classrooms plays an important role to determine the necessary changes that should be applied for development (Angelo, T. A. & Cross, K. P., (1993)). Classroom assessment is based on the quality of student learning and teaching, it can be carried out by collaborating with students, where faculty and students enhance learning and personal satisfaction, students should give their feedback on getting the instructors’ goals in the classroom to improve the effectiveness of the teaching, to improve their learning, students need to receive appropriate and focused feedback from the instructor about their achievements (Angelo, T. A. & Cross, K. P., (1993)). The used techniques were categorized into three parts: Techniques for assessing course-related knowledge and skills. Techniques for assessing learner attitudes, values, and self-awareness. Techniques for assessing learner reactions to instruction (TEACHING & LEARNING, 2020).