How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
Journal article
Tai, Joanna, Mahoney, Paige, Ajjawi, Rola, Bearman, Margaret, Dargusch, Joanne, Dracup, Mary and Harris, Lois. (2023). How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis. Assessment and Evaluation in Higher Education. 48(3), pp. 390-402. https://doi.org/10.1080/02602938.2022.2077910
Authors | Tai, Joanna, Mahoney, Paige, Ajjawi, Rola, Bearman, Margaret, Dargusch, Joanne, Dracup, Mary and Harris, Lois |
---|---|
Abstract | As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. In this paper, we use a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. Interviews with 40 students were conducted across two universities. Inclusion or exclusion was variably constituted for students through emergent combinations of social and material arrangements. Covid-19 pandemic related social distancing related changes such as shifting examinations online, using technology, increasing time limits and moving to open-book examinations contributed to increased inclusion for most students, who were able to use familiar equipment in spaces they had adapted to their own needs. Staff acceptance and implementation of access requirements and assessment flexibility also contributed. While the attitudes and actions of staff involved in examinations can facilitate inclusion, reducing the need for adjustments through assessment design is important. This requires consideration of how time, technology, equipment and materials contribute to inclusion or exclusion, which may have benefits for many students. |
Keywords | assessment design; inclusion; sociomaterial; students with disabilities; reasonable adjustments |
Year | 2023 |
Journal | Assessment and Evaluation in Higher Education |
Journal citation | 48 (3), pp. 390-402 |
Publisher | Routledge |
ISSN | 0260-2938 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02602938.2022.2077910 |
Scopus EID | 2-s2.0-85130770961 |
Open access | Published as ‘gold’ (paid) open access |
Page range | 390-402 |
Funder | Department of Education, Skills and Employment, Australian Government |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 28 May 2022 |
Publication process dates | |
Deposited | 30 Jun 2023 |
https://acuresearchbank.acu.edu.au/item/8z344/how-are-examinations-inclusive-for-students-with-disabilities-in-higher-education-a-sociomaterial-analysis
Download files
Publisher's version
OA_Tai_2023_How_are_examinations_inclusive_for_students.pdf | |
License: CC BY 4.0 | |
File access level: Open |
60
total views58
total downloads0
views this month0
downloads this month