Teacher Factors Influencing Inclusive Assessment for Learning in Regular Public Primary Schools in Kisauni Subcounty, Mombasa County, Kenya

Abstract

This study aimed to investigate the fundamental teacher elements that impact inclusive evaluation for learning in normal public elementary schools in Kisauni Sub-County, Mombasa County. The project specifically evaluated the impact of teacher training, teamwork, teacher experience, and teacher attitude on inclusive assessment techniques. The significance of inclusive assessment for learning cannot be overstated, as it is a crucial element in facilitating equal access to high-quality education for all students, irrespective of their background, culture, or learning capabilities. The study employed a mixed-method approach, encompassing both quantitative and qualitative research methodologies. The collection of quantitative data was conducted using descriptive survey methodologies involving primary school teachers in the specified region. This methodology facilitated the gathering of data about the correlation between the independent factors (teacher training, collaboration, teacher experience, and teacher attitude) and the dependent variable (inclusive assessment procedures). The qualitative data was obtained using a Phenomenology research design, which involved conducting interviews with the Sub-County Education Officer and organizing Focus Group Discussions with Grade 6 primary learners. This methodology facilitated a comprehensive comprehension of the experiences, viewpoints, and outlooks of educators and learners regarding the teacher-related aspects that impact inclusive assessment for learning. The study focused on a specific group of individuals, which included 16 normal public primary schools in Kisauni Sub-County, 16 headteachers, 112 primary school teachers, 640 Grade 6 learners, and one Sub-County education officer. The study selected a representative sample consisting of 14 schools, 14 headteachers, 86 teachers, 234 learners, and one Sub-County education officer. The qualitative data was analysed using descriptive statistics and correlation analysis to uncover patterns between training experience and inclusive assessment for learning. A qualitative analysis was performed to examine interview transcripts and open-ended survey questions using thematic analysis. The goal was to uncover prevalent themes, patterns, or repeating ideas on the impact of teacher training on inclusive assessment for learning. The study demonstrated that teacher training was crucial for the successful implementation of inclusive assessment for learning in public primary schools. The learners benefited from a diverse range of assessment procedures as a result of teachers collaborating in inclusive assessment, where they shared their knowledge together. The study revealed that teachers' experience significantly influenced their perspective of inclusive assessment. The study found that experienced teachers generally hold a favourable disposition towards inclusive evaluation for learning. Educators with strong positive attitudes adopted inclusive assessment practices to support student development. The TSC, KICD, and KNEC, as education organizations, should perform a needs assessment in inclusive assessment for learning. Additionally, they should organize awareness campaigns in schools to provide teachers with the essential information and abilities required for inclusive assessment for learning. School administrators should promote collaboration among teachers in order to effectively adopt inclusive assessment practices in their respective schools. In summary, the research indicates that teachers play a crucial role in the development and implementation of assessments. Therefore, it was essential to study the factors that influence teachers' inclusive assessment practices in order to identify any underlying issues that may impede inclusive assessment for learning in schools. The paper offers empirically supported guidelines for enhancing inclusive assessment procedures and advocates for equitable access to high-quality assessment for all learners, irrespective of their socio-cultural context or cognitive capacities