对残疾学生评估调整实践的公平框架的概念化:一项实证研究

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Rasooli, Maryam Razmjoee, J. Cumming, E. Dickson, A. Webster
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引用次数: 6

摘要

21世纪课堂中教师和学生的多样性日益增加,公平是课堂调整评估和残疾学生教学实践的关键考虑因素。尽管其意义重大,但很少有研究试图明确界定课堂评估调整实践的公平性。本研究旨在利用残障中学生、残障教师、残障家长的多元视角,构建一个评估调整实践的多维公平框架。本研究收集了澳大利亚四个州的60名残疾学生、45名教师和58名家长的开放式调查数据,并采用定性归纳分析方法进行分析。研究结果为评估调整实践提供了一个多维框架,其中包括评估实践要素之间的相互作用、社会情感环境、公平的总体概念以及情境障碍和促进因素。这些因素之间的相互作用影响着残疾学生的学习机会和学业成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study
ABSTRACT Given the increasing diversity of teachers and students in 21st century classrooms, fairness is a key consideration in classroom adjusted assessment and instructional practices for students with disability. Despite its significance, little research has attempted to explicitly conceptualise fairness for classroom assessment adjusted practices. The purpose of this study is to leverage the multiple perspectives of secondary school students with disability, their teachers, and parents to build a multi-dimensional framework of fairness for assessment adjusted practices. Open-ended survey data were collected from 60 students with disability, 45 teachers, and 58 parents in four states in Australia and were analyzed using qualitative inductive analysis. The findings present a multidimensional framework for assessment adjusted practices that include interactions across elements of assessment practices, socio-emotional environment, overall conceptions of fairness, and contextual barriers and facilitators. The interactions across these elements influence the learning opportunities and academic outcomes for students with disability.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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