Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges

Abstract

This mixed method study, explanatory follow-up design, aimed to find out the K to 12 teachers’ inclusive classroom assessment practices, and challenges. The first phase of the study involved 136 randomly selected teachers in one of the Public Schools District in Iloilo City. After the results of the quantitative part were analyzed, six informants from the same sample were chosen using inclusion criteria to participate in the qualitative phase. The analysis of means, and standard deviation has shown that K to 12 teachers frequently practice inclusive and universal design, and adaptation and additional adjustments strategies. However, they sometimes practiced alternative assessment strategies. Furthermore, teacher-related, educational environment-related, and child-related factors were moderate challenges for teachers in general. Moreover, extremely rated practices, and challenges were reported and discussed. Through thematic analysis, the written narratives, the follow-up interview, and the archival search revealed themes that represent teachers’ notable experiences in inclusive classroom assessment. These themes expand and explain the quantitative data: improved teaching and validated learning; gave equal opportunities for all; accommodated through designs; scaffolded through adjustments; and challenged yet fulfilled. Recommendations for teacher training, school administration, policy development, and future research were presented in light of the findings.