Conceptualising a fairness framework for assessment adjusted practices for students with disability : An empirical study
Journal article
Rasooli, Amirhossein, Razmjoee, Maryam, Cumming, Joy, Dickson, Elizabeth and Webster, Amanda. (2021). Conceptualising a fairness framework for assessment adjusted practices for students with disability : An empirical study. Assessment in Education. 28(3), pp. 301-321. https://doi.org/10.1080/0969594X.2021.1932736
Authors | Rasooli, Amirhossein, Razmjoee, Maryam, Cumming, Joy, Dickson, Elizabeth and Webster, Amanda |
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Abstract | Given the increasing diversity of teachers and students in 21st century classrooms, fairness is a key consideration in classroom adjusted assessment and instructional practices for students with disability. Despite its significance, little research has attempted to explicitly conceptualise fairness for classroom assessment adjusted practices. The purpose of this study is to leverage the multiple perspectives of secondary school students with disability, their teachers, and parents to build a multi-dimensional framework of fairness for assessment adjusted practices. Open-ended survey data were collected from 60 students with disability, 45 teachers, and 58 parents in four states in Australia and were analyzed using qualitative inductive analysis. The findings present a multidimensional framework for assessment adjusted practices that include interactions across elements of assessment practices, socio-emotional environment, overall conceptions of fairness, and contextual barriers and facilitators. The interactions across these elements influence the learning opportunities and academic outcomes for students with disability. |
Keywords | fairness; assessment adjustments; students with disability; teachers; parents |
Year | 2021 |
Journal | Assessment in Education |
Journal citation | 28 (3), pp. 301-321 |
Publisher | Routledge |
ISSN | 0969-594X |
Digital Object Identifier (DOI) | https://doi.org/10.1080/0969594X.2021.1932736 |
Scopus EID | 2-s2.0-85107718440 |
Research or scholarly | Research |
Page range | 1-21 |
Funder | Australian Research Council (ARC) |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 07 Jun 2021 |
Publication process dates | |
Accepted | 26 Apr 2021 |
Deposited | 13 Oct 2021 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP15010679 |
https://acuresearchbank.acu.edu.au/item/8wwzw/conceptualising-a-fairness-framework-for-assessment-adjusted-practices-for-students-with-disability-an-empirical-study
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