Disability, compensation and assessment in higher education
| [Abstract] | |
| Type | Article |
| Document no. | 123053 |
| Author | Sharp, Keith. Centre of Academic and Executive Education, Bahrain Institute of Banking and Finance, Manama, Kingdom of Bahrain |
| Pages | pp. 43-47 |
| Host Item Entry |
Journal of Teaching and Teacher Education. Vol. 5, no. 2, 2017
|
| Electronic Location |
Full text (PDF)
|
| Descriptors | Exceptional students - School integration - Equal education - Higher education - Academic standards - Learning outcomes |
| Language of document | English |
| Country | Bahrain |
In recent years there has been a convergence of two trends in higher education: a focus on the role of intended learning outcomes and their assessment in the management of academic standards, and a concern with equality of opportunity and the removal of barriers to full participation in higher education by students with disabilities. This paper argues that the ways in which policies have been developed by universities to address the latter have tended to undermine the intentions behind the former. It is concluded that there is no legitimate role for compensation in the assessment of disabled students, but rather attention should be focused on the exclusion of extraneous and, in terms of the intended learning outcomes in question, unjustified elements within assessment tasks. (Published Abstract)
(APA) Style Always review your references for accuracy and make any necessary corrections before using:
|
|
| Sharp, Keith.. (2017). Disability, compensation and assessment in higher education . Journal of Teaching and Teacher Education. Vol. 5, no. 2, 2017. pp. 43-47 Retrieved from search.shamaa.org |