Designing assessment for inclusion: an exploration of diverse students’ assessment experiences

Tai, Joanna; Ajjawi, Rola; Jorre, Trina Jorre de St; Krattli, Shannon; McCarthy, Danni; Prezioso, Daniella

doi:10.1080/02602938.2022.2082373

Cited by 24 publications

(13 citation statements)

References 32 publications

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“…Moreover, utilizing online platforms and adaptive learning systems enables personalized learning experiences catering to individual student needs. Integrating technology in teacher professional development facilitates continuous learning, keeping educators up-to-date with best practices (Ngubane-Mokiwa & Khoza, 2021;Tai et al, 2023). With digital education technology, schools can enhance scholarly output by providing engaging and relevant learning experiences that prepare students for success in the 21st century.…”

Section: Discussionmentioning

confidence: 99%

“…Schools must address this challenge by ensuring all students can access devices and internet connectivity, providing equitable learning opportunities. Additionally, educators should be mindful of designing inclusive digital learning experiences considering diverse student needs and abilities (Ngubane-Mokiwa & Khoza, 2021;Tai et al, 2023).…”

Section: Challenges and Considerationsmentioning

confidence: 99%

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Strengthening School Management with Digital Education Technology to Improve the Quality of Educational Output

Maryani,

Nur,

Utami

et al. 2023

indonesian j. educ. res. rev.

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Digital educational technologies enhance teaching methodologies through multimedia resources, interactive simulations and real-time assessment tools. Teachers can leverage adaptive learning algorithms to adapt learning to the individual needs of students, driving engagement, understanding, and academic success. Moreover, data-driven decision-making is facilitated by digital educational technologies. Educators gain valuable insights into student performance through sophisticated analytics, enabling them to identify areas for improvement and implement targeted interventions. This approach supports early identification of at-risk students and ensures that a comprehensive support system is in place. In addition, digital education technologies promote collaboration and communication between various stakeholders, including teachers, students, parents and administrators. This enables real-time feedback, collaboration between parents and teachers, and remote learning opportunities, creating a participatory and dynamic educational environment. In conclusion, embracing digital education technology has great potential to strengthen school management and meet the demands of 21st century quality education. By automating administrative tasks, improving teaching methodologies, enabling data-driven decision-making and promoting collaboration, educational institutions can adapt to evolving challenges and deliver high-quality educational outcomes. Embracing these technological advances is important for preparing students for the demands of the digital age and ensuring a successful future.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges and Considerationsmentioning

confidence: 99%

Strengthening School Management with Digital Education Technology to Improve the Quality of Educational Output

Maryani,

Nur,

Utami

et al. 2023

indonesian j. educ. res. rev.

View full text Add to dashboard Cite

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“…Across the world, there are legal requirements for adjustments to be made within the workplace to make workplaces accessible to all individuals (Sing, 2012;Stevens, 2002), but these policies are limited if individuals are fearing the declaration process and impact (Dollinger et al, 2022). Evidence suggests that more needs to be done to provide a safe conversational space for students to be able to disclose their disabilities (Tai et al, 2022).…”

Section: Employability Challenges With a Disabilitymentioning

confidence: 99%

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Taylor,

Chandler,

Jong

2023

JTLGE

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An increasing amount of evidence suggests that learners within Higher Education (HE), and graduates, are struggling with their transition into the workplace. With the increased prominence of workplace learning requirements, these challenges are becoming more evident for learners during HE studies. This study aimed to identify the challenges faced by learners and graduates transitioning into the healthcare workforce, and the challenges experienced by key groups such as healthcare employers and other influencers within HE. The key focus was on disability, part-time work and transitions into the workplace. Thirty-two individuals participated in an online survey focused on equity and employability. Questions were both quantitative and qualitative in nature. Participants were learners, graduates, academics, career advisory staff, and employers. Thematic analysis of the qualitative data identified eight themes. Challenges identified by participants included work-life balance, stigma and stereotypes, organisational and individual empowerment, navigating additional administrations tasks, information and signposting, consistency in language and messaging, advocacy, and exemplars for guidance. The study highlights the responsibilities of all involved with HE provision, and the importance of collaboration with employers to inform, educate and advocate for all learners to maximize employability opportunities and enhance transitions into employment. Policy and practice in this area should quality assure the robustness of the support, aiming to meet individual needs, including education to empower and facilitate individual agency, as well as reviewing the visibility and accessibility of resources.

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“…Accordingly, inclusion, equality, and access are fundamental to recruiting, retaining, and supporting them, not least in how they are assessed: "shifting to inclusion in assessment moves past responding to the needs of a single equity group, or a reactive stance where diversity is reduced to a narrow set of categories, to creating assessments that are accessible for a wide range of students." 11 Moreover, an increasing body of scholarship is indicating that while we might think emphasising employability serves a greater purpose for students from disadvantaged or non-traditional backgrounds in terms of enhancing their social mobility, this may not actually be the case: "the need to demonstrate 'employability skills' is often counterproductive, especially for less advantaged students who perceive themselves to be 'lacking' such immediate job readiness." 12 As researchers are now finding, "inequalities based on race, gender and class continue to inform just how 'employable' graduates might be," and, indeed, might think themselves to be (and such research has identified "the 'geographical barrier' … of being located in the north of England" as another inhibiting factor).…”

Section: Why Assess With a "Critical Introduction"?mentioning

confidence: 99%

Assessing Marlowe in Context

Hansen

2023

MarlStud

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Designing assessment for inclusion: an exploration of diverse students’ assessment experiences

Cited by 24 publications

References 32 publications

Strengthening School Management with Digital Education Technology to Improve the Quality of Educational Output

Strengthening School Management with Digital Education Technology to Improve the Quality of Educational Output

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Assessing Marlowe in Context

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