Dimapur: Nagaland University researchers have developed and tested a 50-item achievement test to measure how well teachers-in-training understand inclusive education.
The tool is designed to help identify gaps in teacher preparation and improve teaching practices for children with learning needs.
According to a university release on Monday, the study is especially important in the context of the National Education Policy (NEP) 2020, which calls for teachers to be prepared to build classrooms where all children, regardless of ability, can learn together.
The study found a gap in the assessment of teacher education, as most existing tools focus on teachers’ attitudes or confidence when dealing with classrooms.
It said that few tools actually measure what future teachers know about education, including its concepts, practices and policies.
The new test aims to fill that gap and help teacher education institutions identify areas where trainee teachers struggle.
The findings were published in the International Journal of Research and Innovation in Social Science (DOI: https://doi.org/10.47772/IJRISS.2026.100801133), a peer-reviewed, open-access journal covering education, social sciences, economics and management. Aseto Iralu Meyase, a research scholar, and Gyanendra Nath Tiwari from Nagaland University co-authored the paper.
The test was developed around Nagaland University’s B.Ed. Course 10, 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 assess thinking at multiple levels, from simple recall to applying knowledge, analysing situations and evaluating possible solutions.
The researchers clarified that this is a pilot study and that the test should be considered an assessment tool rather than a fully validated one.
The next steps include testing it with trainee teachers across different colleges in Nagaland. The researchers want to determine whether the test works consistently across different groups and whether the scores correspond with what teachers actually do in classrooms.
The method could also be adapted for other northeastern states, each of which has its own teacher education curriculum and context. This approach could guide the development of assessment tools suited to local needs.
