Pilot-tested tool aims to identify gaps in teacher preparation and strengthen inclusive classroom practices in line with NEP 2020
Researchers from Nagaland University, the only Central University in the State, have developed and pilot-tested a 50-item achievement test to assess how well prospective teachers understand inclusive education, addressing a gap in the assessment of teacher preparation.
The tool is intended to identify areas where trainee teachers lack knowledge of the concepts, practices and policies associated with inclusive education, thereby helping teacher education institutions strengthen their programmes and prepare teachers to address the diverse learning needs of children.
The research assumes significance in the context of the National Education Policy (NEP) 2020, which emphasises the need for inclusive classrooms where children, irrespective of their abilities and individual needs, can learn together.
While most existing assessment tools focus on teachers’ attitudes or confidence in handling diverse classrooms, relatively few directly measure their knowledge of inclusive education. The newly developed test seeks to address this gap by assessing what prospective teachers know and how effectively they can apply that knowledge.
For instance, if trainee teachers demonstrate limited understanding of policies and provisions for children with special needs, teacher education institutions could strengthen the relevant areas through additional instruction and practical examples.
The findings have been published in the International Journal of Research and Innovation in Social Science, a peer-reviewed, open-access journal, under DOI: https://doi.org/10.47772/IJRISS.2026.100801133. The research paper was co-authored by Aseto Iralu Meyase, Research Scholar, and Prof Gyanendra Nath Tiwari of the Department of Teacher Education, Nagaland University.
Welcoming the research initiative, Vice-Chancellor of Nagaland University, Prof Jagadish K Patnaik, said the development of a pilot-tested tool to assess teachers’ knowledge of inclusive education was a significant step towards ensuring equitable, accessible and quality learning opportunities for every student, irrespective of individual needs and backgrounds.
He observed that the study addressed an important gap in teacher preparation by examining the understanding of prospective teachers and offered valuable scope for strengthening B.Ed programmes, particularly in Nagaland and the North-Eastern region.
Prof Patnaik expressed hope that the research would contribute to improving teacher education, promoting inclusive classroom practices and advancing the vision of NEP 2020. He congratulated the researchers and others associated with the study, reiterating Nagaland University’s commitment to promoting research that addresses societal needs and advances education.
The test was developed around Nagaland University’s B.Ed Course-10, titled ‘Creating an Inclusive School’. It covers five broad areas, including special needs, educational policies and provisions, inclusive classroom practices, building support networks and related concepts.
The questions assess different levels of thinking, ranging from recalling basic information to applying knowledge, analysing situations and evaluating possible solutions.
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Explaining the research process, Prof Tiwari said the researchers initially prepared 60 questions, which were reviewed before the test was administered to 42 M.Ed students at the Kohima Campus. The researchers examined the difficulty level of each question, its ability to distinguish between high- and low-performing students, and the overall consistency of the test.
Research Scholar Aseto Iralu Meyase said the analysis led to the removal of 10 questions that did not perform satisfactorily, leaving a final set of 50 items.
He said the internal consistency of the test, measured through Cronbach’s alpha, improved from 0.641 to 0.727 following the revision, indicating greater reliability. However, he stressed that further testing would be necessary to establish its stability across larger and more diverse groups of trainee teachers.
The findings also indicated that questions requiring students to apply and analyse knowledge performed better than those relying solely on recall. This suggests that assessing how prospective teachers use their knowledge may provide more meaningful insights into their understanding of inclusive education than testing what they can simply remember.
Strengthening inclusive classrooms
The researchers said improved teacher preparation could, over time, contribute to more inclusive classrooms for children with diverse learning needs. However, the study does not establish that higher test scores necessarily translate into better teaching practices or improved student outcomes, which would require further research.
The work is particularly relevant to Nagaland, where Nagaland University is the institution offering the M.Ed programme. Developing an assessment tool aligned with the university’s teacher education curriculum and local context could help evaluate how effectively prospective teachers are being prepared for inclusive classrooms in the State.
The researchers emphasised that the work remains a pilot study and that the test should be treated as an assessment tool requiring further validation rather than a fully established instrument.
The next phase will involve administering the test to trainee teachers across different colleges in Nagaland to examine whether it performs consistently among diverse groups and whether the scores correspond with teachers’ actual classroom practices.
The researchers also suggested that the methodology could be adapted by other North-Eastern States, taking into account their respective teacher education curricula and local contexts, to develop assessment tools suited to their specific needs.
