Dr Sylvia Victor Ovat, Dr Usani Joseph Ofem, Dr Joy Dianabasi Eduwem & Dr Imelda Nambok Okpokam
Abstract
This study sought to examine the differential effect of demographic attributes on the utilization of differential assessment strategies in inclusive settings in higher institutions. An ex-post facto research design was adopted for the study, with a total of 875 staff selected using cluster sampling techniques. The study adapted items from existing instruments, and quantitative validity was assessed using the item content validity index (I-CVI) and scale content validity index (S-CVI). Reliability was established using Cronbach’s alpha, and the coefficients of the subscales indicated that the instrument has internal consistency. Data analysis was performed using independent t-tests and analysis of variance (ANOVA), and the results showed that gender, years of experience, and professional rank do not significantly influence the utilization of differential assessment techniques in inclusive classroom settings. This suggests that these demographic and professional variables do not play a critical role in determining how educators adopt and apply various assessment methods to cater for the diverse needs of students in an inclusive environment. The study recommends that higher institutions should provide regular, structured professional development programmes focused on differentiated assessment practice so that, regardless of rank, experience, or gender, academic staff will have knowledge to implement diverse assessment methods.