Assessment Practices among Inclusive School Teachers: A Case from Basic Schools in the Volta Region of Ghana

Abstract

Assessment techniques in special education provide information on how teachers can evaluate learners with special educational needs to ease educational placement and instructional decisions. This paper aimed at investigating assessment techniques used by teachers in assessing learners with special educational needs in inclusive schools in the Volta Region of Ghana. The descriptive survey design was employed for the study. The study involved 80 teachers in all selected pilot inclusive schools in the region, which was the study's target population. A questionnaire with closed-ended items was developed for data collection. Percentages and frequencies were used as statistical tools to analyse the research data generated from the questionnaire. The findings revealed that most teachers have insufficient knowledge and did not use appropriate assessment techniques in assessing learners with special educational needs in the schools. Based on the results, some recommendations were made for the Ghana Education Service through the Ministry of Education to organise in-service training and seminars for trained and untrained teachers on assessment techniques in special education.