Re-engineering inclusive classroom assessment practices in a digitalized environment. The mediating effect of digital competencies, instructional practices and assessment literacy

Abstract

Inclusive assessment is crucial for fostering equity and justice in classrooms by accommodating diverse student needs. However, using uniform assessment tools for all students, regardless of their disabilities and learning requirements, has raised significant concerns. This study addresses the gap in research regarding the administration of inclusive assessments by examining how digital competencies, instructional practices, and assessment literacy mediate the relationship between the digital environment and inclusive classroom assessment practices. A cross-sectional survey was conducted with 2317 academic staff members. The study adapted items from previously validated tools and subjected them to rigorous quantitative validation, establishing reliability through Cronbach's alpha. Data analysis included assessing both the measurement model and the structural equation model. The results indicate that the digital environment significantly predicts teachers' practices related to inclusive assessment, digital competence, and assessment literacy. Furthermore, digital competence has a direct impact on instructional practices, assessment literacy, and inclusive assessment. While the joint mediation effects of digital competence and assessment literacy were significant, the combined effect of instructional practices and assessment literacy was not. These findings have important implications for educational policy and practice, highlighting the need for integrating digital competence into teacher training programs to enhance inclusive assessment practices.