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.