Analysis of Inclusive Evaluation Practices of Three Preschool Education Teachers in Mexico

Abstract

A key aspect of inclusive education is the process of evaluation. This article presents a qualitative research on the practices of three preschool teachers of a public Kindergarten in Mexico, in order to identify their inclusive evaluative practices. Assessment inclusive practices refers to how the evaluation process is instrumentalized, including the educator’s notions regarding the meaning of the evaluation process, instruments used, type of evidence presented, how to report the results of the evaluation, how they use the results thereof, the role of the student and the teacher and the assessment procedures. It was found that teachers have clear notions about how to apply formative inclusive assessment; however, the implementation of this approach in practice has not been an easy task, especially for the tensions imposed by the requirements of the educative authorities.