One aspect of the materials I have preference for would be utilizing the questionnaire entitled ‘Auditing Inclusive Behaviour’. This questionnaire displays a true reflection of assessing the teacher as an ‘inclusive teacher’. It indicates from the start of the term to the end of the term the progress that was made, if any or none at all. The questionnaire consists of questions that reflect the attitudes that an inclusive teacher should develop and further questions how the teacher plans to move forward to becoming an inclusive teacher. The aspect of the materials which may prove to be challenging will be to conduct Formative assessment in the classroom. As the word Formative indicates, it means as we conduct this type of assessments, it gives us pertinent information which we can use to plan upcoming activities. This type of assessment is done during the time the lesson is being taught so that the teacher can observe the progress being made or implement modifications during the lesson.

This type of assessment helps to improve teaching and learning whilst the lesson is still in progress, therefore teachers do not wait at the end of the lesson to assess whether the objectives of the lesson were met. Assessments at the end of a lesson is called is Summative assessments. The challenge here lies whereby parents do not see the importance of Formative assessment. They prefer the traditional way of tracking progress at the end of the term via report card and so on. Parents use these to compare their child’s progress to other students in the classroom and at other schools as well. Parents have grown accustomed to the Summative assessment in order to track their children’s progress.