Examining the Tension between Academic Standards and Inclusion for Disabled Students: The Impact on Marking of Individual Academics' Frameworks for Assessment

Autor/inn/en	Ashworth, Mary; Bloxham, Sue; Pearce, Leonie
Titel	Examining the Tension between Academic Standards and Inclusion for Disabled Students: The Impact on Marking of Individual Academics' Frameworks for Assessment
Quelle	In: Studies in Higher Education, 35 (2010) 2, S.209-223 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Student Evaluation; Academic Standards; Inclusive Schools; Academic Accommodations (Disabilities); Interviews; Classroom Observation Techniques; Group Discussion; Questionnaires; Art Education; Case Studies; Higher Education; Learning Modules; Program Effectiveness; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Inclusive school; Integrative Schule; Interviewing; Interviewtechnik; Gruppendiskussion; Fragebogen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning module; Lernmodul; Ausland; Großbritannien
Abstract	This article draws on developing theory regarding assessment and marking to explore the impact of staff values regarding widening participation on grading decisions. It reports on an innovative creative arts module delivered for students with complex disabilities. Data collection included observation of teaching, interviews with staff, students and learning support staff, recordings of two academic team discussions and a questionnaire on moderation issues completed by staff. Whilst the students were very positive about the experience, the data identified pace of learning, the role of support workers and issues in authenticating student learning as aspects for future development. In particular, the research suggests that staff tackled the tension between valuing academic standards and inclusion by recasting student achievement as different rather than inferior, interpreting assessment rubrics in the light of their individual "frameworks" for assessment. The article considers whether this recasting of standards illuminates the problematic nature of standards and assessment criteria in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10