Integration of A Multisensory Formative Assessment Framework (MFAF) in Inclusive Classroom Practices (Integrasi Kerangka Penilaian Formatif Multisensori (MFAF) dalam Amalan Bilik Darjah Inklusif)

Abstract

Formative assessment is central to inclusive education as it allows teachers to continuously monitor, interpret, and support learners’ diverse progress while promoting equitable participation. However, assessment practices in many classrooms still depend heavily on verbal or written responses, which can marginalise pupils with special educational needs (SEN) who demonstrate understanding through nonverbal, sensory, or alternative means. This paper introduces the Multisensory Formative Assessment Framework (MFAF), a conceptual model designed to strengthen inclusive classroom practices by integrating sensory engagement, formative feedback, assistive technology, authentic learning tasks, and reflective teacher practice into a coherent system. Grounded in constructivist, sociocultural, and Universal Design for Learning (UDL) principles, the MFAF positions assessment as a dynamic and responsive process that values how pupils learn as much as what they learn. It seeks to transform assessment into a multisensory, participatory, and empowering experience that enhances learner engagement and teacher reflection. Ultimately, the MFAF represents a meaningful step toward promoting an equitable, inclusive, and transformative assessment for all learners.