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ERIC Number: EJ881493
Record Type: Journal
Publication Date: 2010-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0307-5079
Examining the Tension between Academic Standards and Inclusion for Disabled Students: The Impact on Marking of Individual Academics' Frameworks for Assessment
Ashworth, Mary; Bloxham, Sue; Pearce, Leonie
Studies in Higher Education, v35 n2 p209-223 Mar 2010
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom