ABSTRACT

In scholarly research, disabilities are predominantly understood as something that obscures assessment rather than enriches it. In this study, I examine how research on assessment adjustments (e.g. extra time in tests and separate testing rooms) portrays disabled students. I discuss how this area of research plays a role in constructing an image of ‘the ideal student’ and its shadow, the ‘non-ideal student’. I conduct a critical review to analyse how 26 assessment adjustment studies portray their object, disabled students, as being ontologically different from normal and ideal students. The ‘disabled examinee’ is portrayed as ‘a spanner in the works’ that endangers the objectivity of the assessment systems in higher education. Disabled students are framed as ‘Others’ who pose a danger for academic standards and integrity: assessment adjustments are thus seen as safeguarding academia from this danger. I argue that this portrayal contributes to marginalising disabled students in higher education.

摘要

在学术研究中，残疾主要被理解为模糊而不是丰富评估的东西。在这项研究中，我研究了关于评估调整（例如额外的测试时间和单独的测试室）的研究如何描绘残疾学生。我讨论了这一研究领域如何在构建“理想学生”及其影子“非理想学生”的形象方面发挥作用。我进行了一项批判性审查，以分析 26 项评估调整研究如何将他们的对象、残疾学生描述为在本体论上不同于正常和理想的学生学生。“残疾考生”被描绘成“工作中的扳手”，危及高等教育评估系统的客观性。残疾学生被诬陷为对学术标准和诚信构成威胁的“其他人”：评估调整因此被视为保护学术界免受这种危险。我认为这种描述有助于边缘化高等教育中的残疾学生。