Dimensions of Classroom-Based Assessments in Inclusive Education: A Teachers' Questionnaire for Instructional Decision-Making, Educational Assessments, Identification of Special Educational Needs, and Progress Monitoring

Inclusive education aims to provide learning progress for all. It requires assessments to identify learning levels and progress and to adapt and evaluate instruction. We extend the classroom-based assessment (CBA) approach and argue that CBA in inclusive schools consists of the four dimensions of Instructional Decision-Making, Educational Assessment, Identification of Students with Special Educational Needs, and Progress Monitoring. For this paper, we developed both a framework of CBA for research interests and individual scales for each dimension (6 to 9 items per scale) in order to identify the four dimensions in which teachers need further training. To create a more manageable instrument for education and training practice, we tested a combined model as a questionnaire. In a survey of 110 teachers and 152 pre-service special education teachers (N = 252), the individual scales had good internal consistency (& alpha; = .92, .82, .92, .93). Using Confirmatory Factor Analysis, an initial combined model, consisting of the revised individual scales, showed acceptable fit values (CFI = 0.94, TLI = 0.89, RMSEA = 0.07, SRMR = 0.06) almost everywhere. The further development of the questionnaire and its significance and relevance for inclusive educational practice will be discussed.

Automated summary

Inclusive education aims to provide learning progress for all and requires assessments and instruction adaptations. The study extends the classroom-based assessment approach and proposes four dimensions of assessment in inclusive schools. A combined questionnaire with individual scales was developed to identify areas for teacher training and showed good internal consistency and acceptable fit values in a survey of teachers and pre-service special education teachers.