Teachers' and Students' Views of Access Arrangements in High Stakes Examinations

Autor/inn/en	Rodeiro, Carmen Vidal; Macinska, Sylwia
Titel	Teachers' and Students' Views of Access Arrangements in High Stakes Examinations
Quelle	In: Research Matters, (2023) 35, S.41-59 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-6031
Schlagwörter	Teacher Attitudes; Student Attitudes; Access to Education; High Stakes Tests; Testing Accommodations; Academic Accommodations (Disabilities); Foreign Countries; Inclusion; Students with Disabilities; Special Needs Students; Indonesia; Italy; Malawi; Malaysia; Burma; Oman; South Africa; Switzerland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Indonesien; Italien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Schweiz
Abstract	Access arrangements are pre-exam arrangements that aim to remove any barriers that might prevent students with specific needs from accessing the assessment and demonstrating their knowledge and skills. Access arrangements are not intended to change the assessment demand or reduce its validity. Using a survey questionnaire, the present study reports on the views of 258 centres in eight countries around the world regarding teachers' and students' perceptions of access arrangements. The questionnaire included a mixture of closed and open-ended questions covering the following themes: awareness and provision of access arrangements; resources to provide access arrangements; views on access arrangements (including their usefulness, fairness, and perceived effectiveness of use); and overall views on access and inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01