Curricula and inclusive assessment – a qualitative analysis of core curricula in all German states

Assessment is seen as a central basis for inclusive education and classroom accommodations. Current research shows that inclusive forms of assessment are of exceedingly highlighted importance, so that teachers can differentiate their lessons according to the students’ needs. However, how curricula in Germany respond to this aspect, is widely unknown. From this perspective, the core curricula of all German federal states for the subject of German and the secondary level one were analysed using the Grounded Theory Methodology. The research question was: What forms of assessment are implemented in German core curricula and in what ways? The results of this study show one shared understanding of inclusive assessment (including summative and formative assessment) along all federal states. Comparisons however also show that there are differences between the curricula of different school forms, within as well as between different states. These differences include specifications of summative and formative assessment, terminology used and practical guidelines. Overall, it is shown that there is no common approach as to how to ensure that inclusive assessment is actually practised. In this article, these results will be presented and elaborated on in light of the national and international importance of incorporating inclusive assessment in school curricula.