How Are Examinations Inclusive for Students with Disabilities in Higher Education? A Sociomaterial Analysis

Autor/inn/en	Tai, Joanna; Mahoney, Paige; Ajjawi, Rola; Bearman, Margaret; Dargusch, Joanne; Dracup, Mary; Harris, Lois
Titel	How Are Examinations Inclusive for Students with Disabilities in Higher Education? A Sociomaterial Analysis
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 3, S.390-402 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tai, Joanna) ORCID (Mahoney, Paige) ORCID (Ajjawi, Rola) ORCID (Bearman, Margaret) ORCID (Dargusch, Joanne) ORCID (Dracup, Mary) ORCID (Harris, Lois)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2077910
Schlagwörter	Students with Disabilities; Inclusion; Student Evaluation; Tests; Computer Assisted Testing; COVID-19; Pandemics; Testing Accommodations; School Personnel; Attitudes; Academic Accommodations (Disabilities); Foreign Countries; College Students; Context Effect; Student Experience; Teacher Student Relationship; Technology Uses in Education; Space Utilization; Time; Australia + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schulpersonal; Attitude; Einstellung; Verhalten; Ausland; Collegestudent; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Raumnutzung; Zeit; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01