Examining the tension between academic standards and inclusion for disabled students
The Impact on Marking of Individual Academics' Frameworks for Assessment
Bibliographic Data
| ID | 4096696 |
|---|---|
| Authors | Mary Ashworth (University of Cumbria), Sue Bloxham (University of Cumbria, corresponding author), Leonie Pearce, Leonie M PEARCE (University of Cumbria) |
| Year | 2010 |
| Volume | 35 |
| Issue | 2 |
| Pages | 209-223 |
| Publication date | 2010-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070903062864 |
| OpenAlex | W2001222403 |
| Language | EN |
| Citations received | 12 |
| References cited | 22 |
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
Academic achievement · Educational assessment · Higher education · Mathematics education · Medical education · Pace · Pedagogy · Political science · Rubric · Standards-based assessment · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
Assessment for Inclusion
Assessment for inclusion
Unveiling ableism and disablism in assessment
A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland
Record of assessment moderation practice (Ramp)
Tensions between policy aspirations and enactment
Accountability in grading student work
Degree outcomes and national calibration
External examining
Impairment effects as a career boundary
Mark my words
Assessment style in interdisciplinary education - challenges in creating equitable assessment opportunities
Applied Drama
Handbook of Disability Studies
Assessment and Empowerment
Equity, justice and standards
Marking and moderation in the UK
Assessing highly‐creative ability1
Assessment moderation
Indeterminacy in the use of preset criteria for assessment and grading
Managing’ disability
Objectivity in Educational Research
Tacit Knowledge and Public Accounts
The Interpretation of Cultures
Barriers to learning
The assessment of complex tasks
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2011 - 2025 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |