Linking professional development programs and teachers’ assessment competencies in inclusive education: A systematic research review

Abstract

This paper examines how recent research has addressed the relationship between teachers’ professional development and their capacity to implement assessment in inclusive classrooms. Focusing on studies published between November 2019 and November 2024, the review considers assessment practices designed to meet the diverse learning needs of students with special educational needs. A qualitative systematic review was conducted to identify and interpret key trends in the literature. Studies were retrieved from Scopus, ERIC, Web of Science, and Google Scholar, and screened in two stages (title/abstract and full-text review) using predefined inclusion and exclusion criteria. In total, 53 peer-reviewed articles were included in the final analysis. The findings indicate four main thematic areas: (1) the role of professional development in supporting inclusive assessment practices; (2) teachers’ knowledge and depth of assessment-related competencies; (3) practical approaches to assessing students with diverse learning needs; and (4) the importance of professional responsibility and collaboration. Although most studies report a positive relationship between professional development and teachers’ assessment practices, this relationship is not consistently evident across classroom contexts. Its impact appears to depend on how training is designed and the extent to which it aligns with everyday classroom practice, particularly where teachers are required to adapt assessment for diverse learners. Overall, the review suggests that the current literature remains largely descriptive and, at times, overly optimistic. It highlights the need for more critical, evidence-based research to clarify how, why, and under what conditions professional development leads to meaningful changes in assessment practices. The findings also emphasise the importance of practice-oriented, context-sensitive models of professional development capable of effectively supporting teachers in inclusive classrooms.