Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-12-12 DOI:10.1016/j.edurev.2023.100582
Juuso Henrik Nieminen , Anabel Moriña , Gilda Biagiotti
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Abstract

Assessment plays a crucial role in student learning in higher education. Until rather recently, the role of assessment in relation to inclusion has been unexplored. In this study, we conduct a research synthesis of 42 studies published between 2010 and 2022, including 868 student participants, to map the assessment experiences of students with disabilities in higher education. Specifically, we conduct a meta-ethnographic review to synthesise qualitative studies and capture the participants' lived experiences of assessment. Our analysis considers how these experiences reflect both inclusion and exclusion. We theorise these elusive terms through the ideas of access and participation. Most of the studies considered the students' imminent physical, perceptual and social access to assessment, such as in the cases of inaccessible examination halls or digital assessment systems. A smaller subset of the studies considered inclusion/exclusion as a matter of students’ social participation as fully accepted members of academia. In these studies, assessment was described as providing the students with opportunities to belong to academia, whereas experiences of exclusion portrayed assessment as a mechanism for social segregation and discrimination. Overall, our review shows that assessment is a primary barrier to the inclusion of students with disabilities in higher education. We propose that the predominant discourse of inclusion in assessment needs to widen from considering immediate access to assessment into considering how assessment regulates the full participation of diverse students in higher education. We discuss the implications of inaccessible assessment for all students and suggest that, ultimately, both access and participation are matters of student identity. Our review has important practical implications for the design of inclusive assessment in the current higher education contexts in which student cohorts are becoming increasingly diverse.

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评估是一个全纳问题:对高等教育中残疾学生评估经历的元人种学回顾
在高等教育中,评估对学生的学习起着至关重要的作用。直到最近,评估在全纳教育中的作用仍未得到探讨。在本研究中,我们对 2010 年至 2022 年间发表的 42 项研究(包括 868 名学生参与者)进行了研究综述,以了解高等教育中残疾学生的评估经历。具体来说,我们进行了元人种学回顾,以综合定性研究并捕捉参与者的评估生活体验。我们的分析考虑了这些经历如何反映出包容和排斥。我们通过 "机会 "和 "参与 "这两个概念将这些难以捉摸的术语理论化。大多数研究都考虑了学生在物理上、感知上和社交上即将获得的评估机会,例如无法进入的考场或数字评估系统。还有一小部分研究则把包容/排斥作为学生作为学术界完全接受的成员参与社会活动的问题来考虑。在这些研究中,评估被描述为为学生提供了属于学术界的机会,而排斥的经历则将评估描述为一种社会隔离和歧视的机制。总之,我们的研究表明,评估是阻碍残疾学生融入高等教育的主要障碍。我们建议,关于评估的全纳性的主要论述需要从考虑评估的直接获取性扩大到考虑评估如何调节不同学生在高等教育中的全面参与。我们讨论了无障碍评估对所有学生的影响,并提出,归根结底,无障碍评估和参与评估都是学生身份的问题。在当前学生群体日益多元化的高等教育背景下,我们的综述对包容性评估的设计具有重要的现实意义。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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