Factors Affecting Inclusive Assessment Practices in Secondary Education
Keywords:
Inclusive assessment, secondary education, teacher beliefs, institutional barriers, qualitative research, differentiated assessment, Tehran schoolsAbstract
This study aimed to explore the key factors influencing inclusive assessment practices among secondary school teachers in Tehran, with the goal of identifying institutional, pedagogical, and student-centered elements that shape assessment strategies in diverse classrooms. This qualitative research employed a phenomenological approach to investigate the lived experiences of teachers engaged in inclusive assessment. A purposive sample of 21 secondary school teachers from Tehran participated in semi-structured interviews. Interviews were conducted until theoretical saturation was reached. Data were transcribed and analyzed thematically using NVivo software, following open, axial, and selective coding procedures. Themes and subthemes were identified through a systematic interpretation of recurring patterns in teacher narratives. The analysis revealed three overarching categories influencing inclusive assessment practices: institutional and policy-level factors, teacher-level practices and beliefs, and student-centered considerations. Institutional barriers included unclear policies, lack of administrative support, insufficient training, curriculum constraints, resource shortages, and exam-focused school culture. At the teacher level, beliefs about inclusion, assessment flexibility, differentiated practices, reflection, collaboration, emotional burden, and autonomy were central. Student-centered factors encompassed student participation, diverse learning needs, engagement, teacher-student relationships, and feedback practices. Teachers reported both enabling conditions and systemic challenges that affected their ability to implement inclusive assessments effectively. Inclusive assessment in secondary education is shaped by a complex interaction of structural, professional, and relational factors. While some teachers innovatively adapt practices to meet diverse needs, systemic obstacles such as vague policies, resource limitations, and exam-oriented culture hinder broader implementation. Effective inclusive assessment requires clear policy guidance, targeted professional development, administrative support, and a shift toward a more learner-centered educational ethos.
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