University of Bahrain
Scientific Journals

Disability, Compensation and Assessment in Higher Education

Show simple item record Sharp,Keith 2018-07-26T05:45:30Z 2018-07-26T05:45:30Z 2017-07
dc.identifier.issn 2210-1578
dc.description.abstract 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. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.subject Disability en_US
dc.subject Assessment en_US
dc.subject Compensation en_US
dc.subject Higher education en_US
dc.subject Learning outcomes en_US
dc.title Disability, Compensation and Assessment in Higher Education en_US
dc.type Article en_US
dc.volume 05
dc.issue 02
dc.pagestart 43
dc.pageend 47
dc.source.title Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle JTTE

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