Designing out Barriers to Student Access and Participation in Secondary School Assessment

Autor/inn/en	Graham, Linda J.; Tancredi, Haley; Willis, Jill; McGraw, Kelli
Titel	Designing out Barriers to Student Access and Participation in Secondary School Assessment
Quelle	In: Australian Educational Researcher, 45 (2018) 1, S.103-124 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0266-y
Schlagwörter	Barriers; Secondary School Students; Attention Deficit Hyperactivity Disorder; Disabilities; Student Evaluation; Task Analysis; Language Impairments + Suchen Sie Ihr Suchwort? Sekundarschüler; Handicap; Behinderung; Schulnote; Studentische Bewertung; Aufgabenanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	In an effort to support student agency in assessment, teachers seek to provide detailed instructions and advice in associated assessment task sheets. In this paper, we analyse a sample English assessment task to consider how such assessment design practices might inadvertently create barriers to access and participation. To make our case, we highlight the learning characteristics of students in two of the most prevalent disability groups: students with Attention Deficit Hyperactivity Disorder (ADHD) and students with Developmental Language Disorder (DLD). The paper links student agency to the problem of equity by analysing the conditions and criteria of access that are built into assessment design. The article concludes with design recommendations to help improve access for "all" students, including students in these two highly prevalent disability groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01