Accessible or not
Academics’ hand written comments on assessment items written by students with print disabilities
Bibliographic Data
| ID | 12312432 |
|---|---|
| Authors | Paul Harpur (0000-0002-3350-0381, Queensland University of Technology, corresponding author) |
| Year | 2010 |
| Volume | 25 |
| Issue | 1 |
| Pages | 121-122 |
| Publication date | 2010-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Disability & Society (JOURNAL) |
| Journal identifiers | ISSN: 0968-7599 • E-ISSN: 1360-0508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09687590903363472 |
| OpenAlex | W2023767635 |
| Language | EN |
| Citations received | 2 |
Most university courses involve students sitting examinations and submitting written research papers. Many universities provide each student with individual comments on their assessment items. Generally these comments are written throughout the assessment item by the marker to provide the student with guidance on where they can improve and what areas were answered correctly. While hand written comments throughout a paper are extremely valuable for most students, where the student has a vision impairment or another print disability the use of hand written comments can deny such students receiving vital guidance. This note discusses my experiences with comments on assessment items and identifies strategies to ensure that all students have equal access to feedback on their work
Mathematics education · Medical education · Pedagogy · Work (physics · Digital Accessibility for Disabilities · Disability Education and Employment · Medicine · Psychology
| Citations per year | 0.13 |
|---|---|
| Citation span | 2011 - 2017 (7) |
| Highly cited | No |