ASSESSMENT OF TEACHERS’ KNOWLEDGE AND APPLICATION OF DIFFERENTIAL ASSESSMENT TECHNIQUES IN ALL INCLUSIVE CLASSROOM IN UNIVERSITIES IN SOUTH-SOUTH ZONE, NIGERIA

Delight O. Idika, Vitalis U. Eke

Abstract


In the 21st century, there is tremendous need for change in the way special needs learners are assessed. The system of higher education in Nigeria does not give room for special considerations in the assessment strategies that go with the needs of special students. Incidentally, both specialists and non-specialists teachers carry out assessment of exceptional and regular students alike, a strategy that hardly permits full maximization of desirable outcomes of the learners’ behavior. Assessment is meant to systematically determine the extent to which students meet instructional objectives. The role the teachers play in using differential techniques in the assessment of students with special needs is critical in achieving the objectives of assessment for (formative) and assessment of (summative) learning among these students. This study investigated teachers’ knowledge and application of differential assessment techniques in all inclusive classrooms in universities in south-south geo-political zone, Nigeria. The design adopted for the study was descriptive survey. The population for the study comprised (40) special teachers and sixty (60) non specialists. The sample constituted 20(50%) of specialist teachers and 30 (50%) of the non-specialists. Two research questions guided the study and the instrument adopted for data collection was the Focused Structured Group Interview (FSGI). The FSGI was validated by three experts, in measurement, special education and research/statistics. The reliability of the instrument was deduced through the use of Cronbach alpha with a coefficient of .81. The analysis of the qualitative data was carried out using descriptive statistics. The findings of the study among others, showed that the non- specialist teachers neither have the knowledge nor the application of assessment techniques in all-inclusive classrooms, while the specialist teachers exhibited adequate knowledge of assessment techniques. However, little application of differential assessment techniques was displayed. It was recommended among others, that the non-specialists should be exposed to adequate orientations through training on the knowledge and techniques of assessment for and of inclusive learning. It was also recommended that special teachers be provided with adequate facilities and equipment for assessments in all-inclusive classrooms.

Keywords


Assessment, Teachers’ knowledge and application, Differential assessment techniques, All-inclusive classroom, and Universities.

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