Dimapur: Researchers at Nagaland University have developed and pilot-tested a 50-item achievement test to assess teachers-in-training’s understanding of inclusive education.The tool is designed to help identify gaps in teacher preparation and improve classroom practices for children with learning needs.According to a university release issued on Monday, the study is significant in the context of the National Education Policy (NEP) 2020, which calls for teachers to build inclusive classrooms where all children, regardless of ability, can learn together.The study found that there is a gap in how teacher education is assessed, as most tools today focus on trainee teachers’ attitudes or confidence when dealing with classrooms. It said few actually measure what future teachers know about education — its concepts, practices and policies. The test seeks to address this gap by helping teacher education institutions identify areas in which trainee teachers need further support.The findings were published in the International Journal of Research and Innovation in Social Science, a peer-reviewed open-access journal covering education, social sciences, economics and management. The paper was co-authored by research scholar Aseto Iralu Meyase and Nagaland University professor Gyanendra Nath Tiwari.The test was developed based on the BEd Course 10 syllabus at Nagaland University, titled ‘Creating an Inclusive School’. It covers five areas — special needs, education policies and provisions, inclusive classroom practices, building support networks and related concepts.The questions test thinking at multiple levels from simple recall to applying knowledge, analysing situations and evaluating possible solutions.The researchers said the study was a pilot and that the test should be treated as an assessment tool rather than a fully tested one.The next steps include testing it with trainee teachers across different colleges in Nagaland to assess whether the test works the same way across different groups and whether the scores match with classroom practices.The method used could also be adapted to help other northeastern states to develop tools aligned with local curricula and contexts.
