States » EastPosted at: Nov 9 2026 10:52PM


Nagaland: NU develops pilot-tested tool to assess teachers’ knowledge

Dimapur, Nov 9 (UNI) Nagaland University researchers have developed and tested a 50-item achievement test to measure how well teachers-in-training understand inclusive education.
This tool is designed to help identify gaps in teacher preparation and improve teaching practices for children with learning needs.
According to a varsity release today, the study is especially important in the context of the National Education Policy (NEP) 2020, which calls for teachers to be ready to build classrooms where all children, regardless of ability, can learn together.
The study found that there is a gap in how teacher education is assessed, as most tools today focus on teachers’ attitudes or confidence when dealing with classrooms.
It said few actually measure what future teachers know about education—its concepts, practices and policies.
The new test aims to fill that gap to help teacher education institutions spot areas where trainee teachers struggle.
The findings were published in International Journal of Research and Innovation in Social Science (DOI): https://doi.org/10.47772/IJRISS.2026.100801133) a peer-reviewed open-access journal that covers education, social sciences, economics and management.
The paper was co-authored by Aseto Iralu Meyase, a research scholar, and Prof. Gyanendra Nath Tiwari from Nagaland University.
The test was built around the B Ed Course-10 at Nagaland University titled ‘Creating an Inclusive School’.
It covers five areas: special needs and education policies and provisions, inclusive classroom practices, building support networks, and related concepts.
The questions test thinking at multiple levels—from simple recall to applying knowledge, analysing situations, and evaluating possible solutions.
The researchers stress that this is a pilot study, and the test should be seen as an assessment tool, not a fully tested one.
Next steps include testing it with trainee teachers across different colleges in Nagaland. They want to see if the test works the same way across different groups and whether scores match what teachers actually do in classrooms.
The method used could also be adapted to help other northeastern states. Each state has its own teacher education curriculum and context. This approach can guide the creation of tools that fit local needs.
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