Abstract

The number of students with disabilities, which covers a range of conditions including physical and cognitive impairments, is on the rise. Further and higher education institutions are obliged to ensure that teaching and assessment is inclusive. This is particularly pertinent since the pandemic as many students have missed social opportunities that may have offered academic capital. We conducted a systematic review of relevant United Kingdom literature on how assessment for distance education in further education and higher education can be made inclusive in practical and purposeful ways. Assessment is the fundamental way that we measure students’ understanding and progress; it is only through demonstrating knowledge against the set criteria and learning outcomes that students can pass assessments and earn credits toward completion of their degree. We found three key themes in promoting student potential: (a) purposeful and accessible feedback, (b) online group work opportunities, (c) student agency over assessment format.

摘要

包括身体和认知障碍在内的一系列残疾学生的数量正在增加。继续教育和高等教育机构有义务确保教学和评估具有包容性。自大流行以来，这一点尤为重要，因为许多学生错过了可能提供学术资本的社交机会。我们对英国的相关文献进行了系统的审查，以了解如何以实用和有目的的方式使继续教育和高等教育中的远程教育评估具有包容性。评估是我们衡量学生理解和进步的基本方式；只有通过根据既定标准和学习成果展示知识，学生才能通过评估并获得完成学位所需的学分。