A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities

Abstract

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.