International Policies that Support Inclusive Assessment

Davies, Michael

doi:10.1007/978-3-319-71126-3_3

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…All students possess individual differences, some of which may have a physical, sensory, or cognitive basis. For SWDs, differential recognition, access, and accommodations can be dependent on country‐specific policies supporting disability identification and subsequent inclusive instruction and assessment (Davies, 2018; Weigert, 2018). These policies impact students' current educational and career opportunities.…”

Section: Students With Disabilitiesmentioning

confidence: 99%

Equitable STEM Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations

Guzman‐Orth

Supalo

Smith

et al. 2021

ETS Research Report Series

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The landscape for STEM instruction is rapidly shifting in the United States. Attention toward STEM instruction and assessment opportunities is increasing. All students must have opportunities to gain access to the STEM content and show what they know and are able to do. We caution that attention to fairness and accessibility is critical for students from special populations, particularly English learners and students with disabilities. Opportunities for equitable access to STEM instruction and assessment are diminished without accessibility. In this report, we use an assets‐based perspective to discuss and reframe common misconceptions and challenges as opportunities. We argue that attention to accessibility at the onset of STEM instruction and assessment is the pivotal foundation for fair opportunities in STEM. We highlight key opportunities and conclude with recommendations for improved fairness and access in STEM.

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Section: Students With Disabilitiesmentioning

confidence: 99%

Equitable STEM Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations

Guzman‐Orth

Supalo

Smith

et al. 2021

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…An important number of countries worldwide, such as Australia, Canada, China, India, and the United States, to name just a few, have adopted laws and policies to ensure access to content for people with disabilities [16]. Most of the countries have WCAG or its derivative as a reference, and they have established their scope: contents of the public sector, private sector, or government.…”

Section: Access To Education For Pwd At Universidad De Colimamentioning

confidence: 99%

Accessibility Assessment for Online Education Tools: Towards Accessible Principles for a Mexican University

Fajardo-Flores¹,

Gaytán-Lugo²,

Santana-Mancilla³

et al. 2018

EAI Endorsed Transactions on e-Learning

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INTRODUCTION: Characteristics of different disabilities using digital technologies are presented. Web content Accessibility Guidelines (WCAG) are explained according to their principles and how each offers alternatives for the limitations of people with disabilities and the conformance levels A, AA, AAA. OBJECTIVES: Perform an automatic evaluation of two digital educational platforms for students to validate the conformance with WCAG in the three levels. METHODS: Techniques derived from automatic checker assessment were used to complete this research. RESULTS: Results showed that to fix the accessibility issues level A, the technical difficulty is low. Likewise, the investment of time and money is not as significant compared to the benefits that it represents. CONCLUSION: Adopting the use of these automatic evaluation tools, developers will incorporate good accessibility practices as part of their experience.

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International Policies that Support Inclusive Assessment

Cited by 2 publications

References 29 publications

Equitable STEM Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations

Equitable STEM Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations

Accessibility Assessment for Online Education Tools: Towards Accessible Principles for a Mexican University

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