Ashworth, Mary, Bloxham, Susan and Pearce, Leonie (2010) Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics’ frameworks for assessment. Studies in Higher Education, 35 (2). pp. 209-223.
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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.
|Journal or Publication Title:||Studies in Higher Education|
|Publisher:||Routledge/Taylor & Francis|
|Additional Information:||This is the author's version of the work. It is posted here by permission of 'Copyright Holder' for personal use, not for redistribution. The definitive version was published in Studies in Higher Education, Volume 35 Issue 2, March 2010. doi:10.1080/03075070903062864 (http://dx.doi.org/10.1080/03075070903062864)|
|Depositing User:||Insight Administrator|
|Date Deposited:||10 Mar 2010 15:33|
|Last Modified:||08 Feb 2017 19:27|
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