Inclusive classroom assessment: K to12 teachers' concepts, practices and challenges

Abstract

This mixed method explanatory follow-up design study aimed to find out the K to 12 teachers' inclusive classroom assessment concepts, practices, and challenges. The study was conducted in two phases. The quantitative part involved 136 teachers of the District-I Iloilo City Proper Schools identified through proportionate random sampling. After the results of the quantitative part were analyzed, six teachers took part as informants in the qualitative phase. These informants were chosen based on the two inclusion criteria: highest mean of ratings on the questionnaire, and have learners with learning difficulties in their class. Written narratives, individual interview, and archival search were used to gather the data. The means, standard deviation, and thematic analysis were used by the researcher for the data analysis. This study found that the three concepts of inclusive classroom assessment namely: for all learners; improves teaching and learning for children with learning difficulties in the general education settings; and certifies learning were highly acceptable for K to 12 teachers. Given the acceptability of the three concepts, the concept inclusive classroom assessment is irrelevant in the general education settings was slightly unacceptable for K to 12 teachers. As to practices, K to 12 teachers frequently practice inclusive and universal design, and adaptation and additional adjustments. However, they sometimes practiced alternative assessment. Teacher-related, educational environment-related, and child-related factors were moderate challenges for teachers in general. Moreover, extremely rated conceptions, practices, and challenges were reported and discussed. These findings were explained further and supported by the five themes which represent K to 12 teachers' notable experiences in inclusive classroom assessment. These themes are: improved teaching and validated learning; gave equal opportunities for all; accommodated through designs; scaffolded through adjustments; and challenged yet fulfilled. Recommendations for teacher enhancement, and policy development, as well as the implications for practice, and theory are discussed in light of the findings.