Williams, P., Wray, J., Farrall, H., & Aspland, J. (2014). Fit for purpose: Traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help ? International Journal of Inclusive Education , 18 (6), 614–625. https://doi.org/10.1080/13603116.2013.802029
Williams, P., Wray, J., Farrall, H., & Aspland, J. (2014). Fit for purpose: Traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help? International Journal of Inclusive Education, 18(6), 614–625. https://doi.org/10.1080/13603116.2013.802029
Tags
Electronic administration; International (non-U.S.); Learning disabilities; Postsecondary
Summary
Accommodation
Traditional assessment was compared with new, alternative ways of evaluating student progress in postsecondary institutions in the U.K.
Participants
Literature, policy, and practice related to provisions for students with specific learning disabilities, both in the U.K. broadly and at the University of Hull specifically, were reviewed.
Dependent Variable
Literature, policy, and practice related to provisions for students with specific learning disabilities were reviewed, and traditional approaches to assessment were compared with alternative approaches, such as eAssessments (computer-based assessments).
Findings
Traditional examinations unfairly disadvantage some populations of students, but eAssessments can allow for more inclusive and personalized assessment of students’ progress.