The Extent of Alternative Assessment Practices in Inclusive Classrooms Among Junior Secondary School (JSS) Teachers in Gombe LGA

Abstract

This study aims at establishing the extent to which JSS teachers in Gombe LGA adopt alternative assessment practices in their inclusive classrooms. It adopted a survey design premised on two research questions. JSS teachers in Gombe LGA served as the population of the study sampled through proportionate and purposive sampling techniques. Data was collected through the use of Alternative Assessment Questionnaire (AAQ) and was analyzed through the use of mean and standard deviation. Finding of the study indicated that educational qualification and years of services do not significantly influence the extent to which JSS teachers adopt alternative assessment practices in Gombe LGA.