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How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
Tai, Joanna Mahoney, Paige Ajjawi, Rola Bearman, Margaret Dargusch, Joanne Dracup, Mary Harris, Lois
Tai, Joanna
Mahoney, Paige
Ajjawi, Rola
Bearman, Margaret
Dargusch, Joanne
Dracup, Mary
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
Date
2023
Type
Journal article
Journal
Assessment and Evaluation in Higher Education
Book
Volume
48
Issue
3
Page Range
390-402
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open