A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities
Assessments are integral to the educational process, fostering student development and expediting the teaching-learning continuum. They not only guide teachers in shaping students' learning trajectories but also aid in the selection of Teaching-Learning Materials (TLM), procedural decisions, di...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Eyüp Yurt
2023-12-01
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| Series: | International Journal of Current Educational Studies |
| Subjects: | |
| Online Access: | https://ijces.net/index.php/ijces/article/view/79 |
| _version_ | 1797263149750026240 |
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| author | Ramakanta Pradhan Lopamudra Gochhayat |
| author_facet | Ramakanta Pradhan Lopamudra Gochhayat |
| author_sort | Ramakanta Pradhan |
| collection | DOAJ |
| description | Assessments are integral to the educational process, fostering student development and expediting the teaching-learning continuum. They not only guide teachers in shaping students' learning trajectories but also aid in the selection of Teaching-Learning Materials (TLM), procedural decisions, diagnosing children's needs, and overall administrative system enhancement. Inclusive education relies heavily on assessment techniques as vital tools providing valuable insights into students' progress and learning requirements. This information enables teachers to ensure proper educational placements and make informed decisions. This paper employs a systematic literature review method (SLR) using PRISMA techniques to explore tools and techniques in inclusive schools, along with barriers and opportunities in implementing assessment practices. The findings underscore the availability of diverse assessment tools in schools, yet reveal a deficiency in teachers' training on proper implementation. General educators, compared to special educators, exhibit lower levels of training, skills, and updates. The implementation of various assessment techniques positively impacts students by providing appropriate facilities and services. The study recommends the necessity for additional teacher training programs and updates to the curriculum. |
| first_indexed | 2024-04-25T00:08:25Z |
| format | Article |
| id | doaj.art-c396700ac36541eda2df622b373529b6 |
| institution | Directory Open Access Journal |
| issn | 2822-4914 |
| language | English |
| last_indexed | 2024-04-25T00:08:25Z |
| publishDate | 2023-12-01 |
| publisher | Eyüp Yurt |
| record_format | Article |
| series | International Journal of Current Educational Studies |
| spelling | doaj.art-c396700ac36541eda2df622b373529b62024-03-13T17:08:01ZengEyüp YurtInternational Journal of Current Educational Studies2822-49142023-12-0122162781A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and OpportunitiesRamakanta Pradhan0Lopamudra Gochhayat1Central university of KeralaUniversity of DelhiAssessments are integral to the educational process, fostering student development and expediting the teaching-learning continuum. They not only guide teachers in shaping students' learning trajectories but also aid in the selection of Teaching-Learning Materials (TLM), procedural decisions, diagnosing children's needs, and overall administrative system enhancement. Inclusive education relies heavily on assessment techniques as vital tools providing valuable insights into students' progress and learning requirements. This information enables teachers to ensure proper educational placements and make informed decisions. This paper employs a systematic literature review method (SLR) using PRISMA techniques to explore tools and techniques in inclusive schools, along with barriers and opportunities in implementing assessment practices. The findings underscore the availability of diverse assessment tools in schools, yet reveal a deficiency in teachers' training on proper implementation. General educators, compared to special educators, exhibit lower levels of training, skills, and updates. The implementation of various assessment techniques positively impacts students by providing appropriate facilities and services. The study recommends the necessity for additional teacher training programs and updates to the curriculum.https://ijces.net/index.php/ijces/article/view/79inclusive educationbarriersopportunitiesassessment practices |
| spellingShingle | Ramakanta Pradhan Lopamudra Gochhayat A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities International Journal of Current Educational Studies inclusive education barriers opportunities assessment practices |
| title | A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities |
| title_full | A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities |
| title_fullStr | A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities |
| title_full_unstemmed | A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities |
| title_short | A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities |
| title_sort | systematic review on assessment practices in inclusive schools in india barriers and opportunities |
| topic | inclusive education barriers opportunities assessment practices |
| url | https://ijces.net/index.php/ijces/article/view/79 |
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