Equity in Assessment in Tajikistan: Language Minority Students and Students with Disabilities in Higher Education

Abstract

The assessment system determines the learning achievements of students. A developed education system employs an assessment policy that benefits the most diverse groups of students. This chapter examines the perspective of faculty and students in three higher education institutions in Tajikistan regarding how students from minority languages and those with disabilities experience the assessment policy. Using ten semi-structured interviews with lecturers and 215 questionnaires completed by students, this study revealed that the assessment tools and forms do not recognize the needs of students from minority languages and students with disabilities. This is due to the limited implementation of inclusive education. Assessment policy developers should acknowledge these issues and adopt an equity-minded assessment policy.