State of teacher made classroom tests and testing as continuous assessment in an inclusive setting for practical outcomes, case study of bachelor of teacher education students in Kyambogo university, Uganda
Abstract
Inclusive education, inclusive classroom, inclusive setting, teacher made classroom
tests and testing are commonly used terms by educators; teachers, teacher educators,
administrators, parents/guardians, communities of practice and stakeholders. A few of
these personnel have the required knowledge, attitudes or values and competences
(practice) of an inclusive learning classroom for practical learning outcomes. The
researcher intends to share on an evaluation of the current state of teacher made
classroom tests and testing as continuous assessment in an inclusive setting for
relevant learning outcomes. The research includes, an introduction (theoretical and
conceptual), purpose and objectives, methodology, results, conclusions and
recommendations based on research emerging issues for action. The researcher used
mixed methodology; action research, evaluative and case study on 351 Bachelor of
Teacher Education students (2018 to 2020) with backgrounds in Teacher Education,
Special Needs Education and Education Primary. Key findings were; inadequate
teacher capacity, limited specific need-based resources, infrastructure, mixed
perceptions of Special Educational Needs, less attention to learner uniqueness. Some
key recommendations included; teacher capacity building through structured need
based Continuous Professional Development including education in emergencies and
crisis.