Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics’ frameworks for assessment

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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Official URL: https://doi.org/10.1080/03075070903062864

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.

Item Type: Article
Journal or Publication Title: Studies in Higher Education
Publisher: Taylor & Francis (Routledge) for Society for Research into Higher Education
ISSN: 1470-174X
Departments: Research Office & Graduate School (ROGS)
Depositing User: Insight Administrator
Date Deposited: 10 Mar 2010 15:33
Last Modified: 13 Jul 2018 10:43
URI: http://insight.cumbria.ac.uk/id/eprint/129

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