Assessment Experiences of Students with Disabilities in Higher Education: A Case of Students with Disabilities at one Higher Education Institution in Masvingo District of Zimbabwe

Abstract

Assessment forms an integral part of the learning process in higher education where knowledge is tested and applied in various ways. While various methods are employed by assessors ranging from formative to summative assessments, a high degree of integrity is required from those tasked with assessing the students. Ethics, honesty and integrity are the forgotten pillars of assessment which often do not reflect in the assessment task but in the individuals tasked with ensuring academic quality.This qualitative study must be understood as an attempt to close the gap in the literature and to provide a deeper understanding of:

• the assessment challenges faced by students with disabilities in Higher Education (HE);
• accommodations which are being offered and other measures which are in place to enhance inclusive assessment; and
• suggested strategies to promote inclusive assessment of students with disabilities (SwDs) in HE.

Data collection involved individual interviews and focus group discussion with students with various impairments on their assessment experiences. Findings reveal that generally SwDs still face assessment challenges although there are marked improvements on their accommodations. Lack of access to information in accessible formats, lack of computer and Braille skills were also cited as challenges SwDs were facing. Participants expressed satisfaction on how examinations were administered as they could write using the modes they were comfortable with. These modes included audio, Brailling and use of computers. Students applauded the University as it allowed them extra time for writing their examinations. Participants also expressed attitudinal as well as financial challenges during their work related learning/teaching practice in addition to lack of Braille and computer skills by both learners and staff..

The study concludes that SwDs still experience assessment challenges although to some extent HEIs have put in place some practices to the benefit of SwDs. In light of the foregoing findings and conclusions, the researchers therefore recommend the following:

• The University should invest in assistive technologies including embossers, scanners and the relevant software like JAWS for the benefit of students with disabilities
• The university should equip staff with such basic skills like Brailling and training in basic disability issues through regular disability awareness campaigns
• The Institution should incentivise helpers of students with disabilities in the form of, for example free accommodation
• The University should establish a Disability Resource Unit and engage a fulltime Disability Resource Unit Officer
• The university should sensitize staff and students about the Disability Policy and walk the talk in its implementation.
• The government should complement by paying some allowances to University SwDs on Work Related Learning/Teaching Practice to enable them meet extra costs associated with their impairments

Keywords: Assessment, Alternative assessment, Inclusive assessment, Summative assessment, Formative assessment, Students with disabilities.

DOI: 10.7176/JEP/10-18-06

Publication date:June 30^th 2019