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
Keywords:
Inclusive Education, Inclusive Classroom, Teacher Made Classroom Tests, Continuous Assessment
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.
References
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Marc Prensky (2001). Digital Natives, Digital Immigrants
Meijer, C.J.W. (Editor) (2003). Special education across Europe in 2003: Trends in provision in 18 European countries. Middelfart: European Agency for Development in Special Needs Education
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MoES (2016). A harmonised framework for initial teacher training in Uganda. Kampala, Uganda
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MoES (2019). National Teachers Policy. Kampala. Uganda
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MoES (2017). Continuous Professional Development framework for teachers in Uganda. Kampala. UNESCO.
MoES (2017). A teacher incentive framework (TIF) for Uganda. MoES. UNICEF, Kampala.
MoES (2016). Competence profile for the primary school teacher in Uganda. Reprint. Kampala. Uganda.
MoES (2016). Competence profile for a secondary school teacher in Uganda. Kampala. Uganda.
MoES (2016). Competency profile for a nursery school teacher in Uganda. Kampala. Uganda.
MoES (2016). An occupational competency profile for a tutor in Uganda. Kampala. Uganda.
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Oude, D. (2021). What are the types of assessment: Easy LMS B.V. 48, 2611 CD. The Netherlands
Race, P., Brown, S., & Smith, B. (2005). 50 tips on assessment (2nd edition). London. New York: Routledge Falmer.
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Shani, M. & Hebel, O. (2014). Assessing a Teacher-Training Program for Working with Pupils with Special Educational Needs and Disabilities (SEND). Tel- Aviv. Israel.
Shani, M. and Koss, C. (2014)."Role perceptions of School Administration Team Members
Spady, W. (1994). Outcomes Based Education: Critical Issues and Answers: American Association of School Administration. Arlington, Virginia.
Szumski, G.; Smogorzewska, J.; Karwowski, M. (2017). Academic achievement of students with and without special education needs in inclusive classrooms. Educ. Res. Rev. 2017, 21, 33–54.
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UNESCO, (2008). Inclusive education: The way of the future (final report). Paris:
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Vargas, D. (2013). Types of classroom tests: Objective types of test items
Watkins, A. (2007). Assessment in Inclusive Settings: Key Issues for Policy and Practice. Odense, Denmark: European Agency for Development in Special Needs
Education
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2016a). Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-
written papers. Manuscript submitted for publication
Zhao, X., Marja, V. & Veldhuis, M. (2016). Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese
teachers. Research Open Access.
Acedo, C., Ferrer, F. and Pamies, J. (2009). "Inclusive education: Open debates and the road ahead". Prospects, 39 (3): 227-238. doi: 10.1007/s11125-009-9129.
Allen, M. J. (2004). Assessing academic programs in higher education. Bolton M.A: Sage
Allen, M.J. (2006). Assessing general education programs. Bolton M.A: Sage
Armstrong, D., Armstrong, A. C. & Spandagou, I. (2011). ‘Inclusion: By choice or by chance?’ International Journal of Inclusive Education, 15, 29-39. Inclusive Education in Uganda – examples of best practice Enable-Ed and USDC March 2017
Biggs J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
Biggs J (2020). Teaching for Quality Learning at University, Assessment. First Year Principles, Threshold Learning Outcomes,
Bjælde, O. E., Lauridsen, K. M. and Lindberg, A. B. (2018). Current trends in assessment in Europe – the way forward. Coimbra Group: Education Innovation Working
Group.
Bjælde, O. E., Jørgensen, T. H., Lindberg, A. B. (2017). "Continuous assessment in higher education in Denmark: Early experiences from two science courses", Dansk Universitetspædagogisk Tidsskrift.
Black, P., & Wiliam, D. (2006). Inside the black box: Raising standards through classroom assessment. Granada. King’s College London School of Education
Bonfield, T., & Horgan, K. (2016). Learning to teach. Teaching to learn: a core text for primary student teachers in Ireland. Limerick. Paperback.
Bradley K. (2018). New Trends in Classroom Authentic Assessment. Starnest Services Limited, Georgia
Byrne, B. (2013). Hidden contradictions and conditionality: Conceptualisation of inclusive education in International Human Rights Law. Disability and society.
Byrne, B. (2019). How inclusive is the right to inclusive education? An assessment of the UN Convention on the right of persons with disabilities’ concluding observations: International Journal of inclusive education. Routledge.
Campbell, R.J. (2006) Assessing teacher effectiveness: developing a differentiated model. London: New York: Routledge Falmer.
De Boer, A., Pijl, S.J., and Minnaert, A. (2011). "Regular primary schoolteachers' attitudes towards inclusive education: A review of the literature". International Journal of Inclusive Education, 15 (3):331-353. doi: 10.1080/13603110903030089.
Classroom K-12 Teacher Newsletter (2021). Forms of Tests in Classroom. Teachnology, Inc
Cooc, N. (2019). Do teachers spend less time teaching in classrooms with students with special needs? Trends from international data. Educ. Res., 48, 273–286.
Dawson, P. (2012). Constructive alignment and learning outcomes. Retrieved November 16, 2017, from https://www.youtube.com/watch?v=Xs4WLm0uC2k
Eliott, S. (2008). The effect of teachers' attitude toward inclusion on the practice and success levels of children with and without disabilities in physical education. International Journal of Special Education, 23 (3): 48-55.
Forlin, C.; Keen, M.; Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. Int. J. Disabil. Dev. Educ.
Gilmour, A.F.; Fuchs, D.;Wehby, J.H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students
with and without disabilities. Excerpt. Child. 2019, 85, 329–346.
Government of Uganda. (1992). Government White Paper on Education Policy Review Commission Report. Kampala. MoES Griffin, P. (2005)
Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scand. J. Disabil. Res., 19, 206–217.
Jens, S. (2005). Indirect and Direct Assessment Methods for continuous Assessment: Jacksonville State University.
Katherine, B. (2018). New Trends in Classroom Authentic Assessment: Classroom Conditions That Best Facilitate Learning. Starnest Services Limited, Georgia MITCH
Kaplan, I., Miles, S. & Howes, A. (2011). ‘Images and the ethics of inclusion and exclusion: learning through participatory photography in education’, Journal of Research in Special Educational Needs, 11, 195-202.
Kauffman, J.M.; Hornby, G. (2020). Inclusive vision versus special education reality. Educ. Sci. 10, 258
Koul L, (2017). Writing skills of objective test items. eGyankosh
Kretlow, A.G.; Helf, S.S. (2013). Teacher implementation of evidence-based practices in tier 1: A national survey. Teach. Educ. Spec. Educ, 36, 167–185.
Kristin, J. (2010). Formal & Informal Assessment Tools & Methods. Houston and New York City.
Kyambogo University. (2010). Bachelor of Teacher Education Programme Curriculum. Kampala. MoES. NCHE.
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. Br. J. Educ. Psychol. 77, 1–24.
Iowa State University. (2017). Anderson and Krathwohl’s Revised Bloom’s Taxonomy. Retrieved from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
Mandarin (2016). Improving learning outcomes through student assessment. Glasguensis, France
Mandinach, E.B., & Jackson, S.S. (2012). Transforming teaching and learning through data- driven decision making. Thousand Oaks: Corwin Press.
McKinsey, P. (2017). How to improve student educational outcomes: new insights from data analytics. McKinsey and Company, 2017.
Marc Prensky (2001). Digital Natives, Digital Immigrants
Meijer, C.J.W. (Editor) (2003). Special education across Europe in 2003: Trends in provision in 18 European countries. Middelfart: European Agency for Development in Special Needs Education
Mitchell, R. (2016). Independent Evaluation of ‘Delivering Quality, Inclusive Primary Education in Kambia District, Sierra Leone’. Enable-Ed. Available at: http://bit.ly/2li96eZ (Accessed 02/03/17)
MoES (2010). Institutionalising continuous assessment in primary teacher education: Continuous handbook and guidelines for tutors in primary teacher education in Uganda. Kampala. MoES.
MoES (2013). TISSA UNESCO teacher issues in Uganda. A shared vision for an effective teachers’ policy. Kampala. MoES.
MoES (2014). Inclusive Education Manual for Administrators, Inclusive Training Center, Department of Preschool and Primary Educaion CRS Vientiane Capital, Lao PDR
MoES (2016). Support supervision in Uganda: Enhancing continuous professional development for teacher trainers manual. Kampala. Uganda.
MoES (2017). Ministry of Education and Sports Education Statistical Abstract. EMIS Data. Kampala, Uganda.
MoES (2016). A harmonised framework for initial teacher training in Uganda. Kampala, Uganda
MoES (2018). Continuous professional development: Guidelines to implement development system in the National Teachers’ Colleges. Kampala. Uganda.
MoES (2019). National Teachers Policy. Kampala. Uganda
MoES (2020). Baseline survey for the National Teachers Policy: Final draft report. Kampala. UNESCO.
MoES (2017). Continuous Professional Development framework for teachers in Uganda. Kampala. UNESCO.
MoES (2017). A teacher incentive framework (TIF) for Uganda. MoES. UNICEF, Kampala.
MoES (2016). Competence profile for the primary school teacher in Uganda. Reprint. Kampala. Uganda.
MoES (2016). Competence profile for a secondary school teacher in Uganda. Kampala. Uganda.
MoES (2016). Competency profile for a nursery school teacher in Uganda. Kampala. Uganda.
MoES (2016). An occupational competency profile for a tutor in Uganda. Kampala. Uganda.
OECD (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Reviews of Evaluation and Assessment in Education,
OECD Publishing, Paris.
Oude, D. (2021). What are the types of assessment: Easy LMS B.V. 48, 2611 CD. The Netherlands
Race, P., Brown, S., & Smith, B. (2005). 50 tips on assessment (2nd edition). London. New York: Routledge Falmer.
Reynolds, C.R.; Gutkin, T.B.; Elliot, S.N.; Witt, J.C. (1984). School Psychology: Essentials of Theory and Practice. at:http://images.savethechildren.it/IT/f/img_pubblicazioni/img292_b.pdf (Accessed 02/03/17)
Shani, M. & Hebel, O. (2014). Assessing a Teacher-Training Program for Working with Pupils with Special Educational Needs and Disabilities (SEND). Tel- Aviv. Israel.
Shani, M. and Koss, C. (2014)."Role perceptions of School Administration Team Members
Spady, W. (1994). Outcomes Based Education: Critical Issues and Answers: American Association of School Administration. Arlington, Virginia.
Szumski, G.; Smogorzewska, J.; Karwowski, M. (2017). Academic achievement of students with and without special education needs in inclusive classrooms. Educ. Res. Rev. 2017, 21, 33–54.
Uganda Persons with Disabilities Act, 2020; Act 3 of 2020, Published in Uganda Gazette no. 10 on 14 February 2020, assented to on 19 September 2019 Commenced on 14 February 2020
Uganda National Examinations Board Act (1983). Uganda Legal Information Institute". ulii.org. Retrieved 2018-10-01
UNESCO (2005). Guidelines for Quality Assurance in Basic Education in Uganda: A Guide for Managers, Teachers, Inspectors and Community Leaders. Kampala.
Uganda National Commission for UNESCO.
UNESCO, (1994). The Salamanca Statement and framework for action on special needs education. Paris: UNESCO
UNESCO, (2008). Inclusive education: The way of the future (final report). Paris:
United Nations. (2016). Committee on the rights of persons with disabilities: General comment 4: The right to inclusive education. Geneva.
United Nations Educational, Scientific and Cultural Organization (2020). Inclusion and Education: All Means All; Global education monitoring report; Paris, France, 2020;
Available online: https://unesdoc.unesco.org/ark:/48223/pf00003737182020 (accessed on 15 January 2021).
Vargas, D. (2013). Types of classroom tests: Objective types of test items
Watkins, A. (2007). Assessment in Inclusive Settings: Key Issues for Policy and Practice. Odense, Denmark: European Agency for Development in Special Needs
Education
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2016a). Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-
written papers. Manuscript submitted for publication
Zhao, X., Marja, V. & Veldhuis, M. (2016). Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese
teachers. Research Open Access.
Published
2023-04-29
How to Cite
Bakaira, G. (2023, April 29). 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. African Journal of Education,Science and Technology, 7(3), Pg 534-551. https://doi.org/https://doi.org/10.2022/ajest.v7i3.866
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