Presentation
This session, led by the University of Law, explores some of the challenges associated with traditional assessments and tensions that higher education disability practitioners contend with in our day-to-day roles in developing and maintaining student-centred and reasonable adjustments in an increasingly data-driven environment.
This session analyses the role of alternative assessment methods in enriching the students’ learning experience, granting them autonomy and choice to achieve their academic potential and supporting positive mental health. Our educational policies may prioritise inclusivity and equity; these objectives are often challenging to fulfil due to universities’ resistance to transformation and neoliberalism ideology, making educational access a persistent challenge for higher education leadership and broadening the gap in educational inequities. This discussion addresses neoliberalism’s role in shaping assessment culture, which promotes a financial and political philosophy and competition.
University of Law research finds that some assessments (timed exams in particular) are primarily used as metrics to reflect university rankings. It was reported in the literature that assessment culture and rankings have both become dominant in higher education and new public management neoliberal thinking. Through real world examples, including the University of Bristol versus Abrahart case, this session highlights the importance of Universal Design for Learning (UDL) in developing accessible and effective assessments.