Experiences of an International Student with a Visual Disability Making Sense of Assessment and Feedback

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

14

Foreign Students; Undergraduate Students; Visual Impairments; Student Evaluation; Feedback (Response); Student Attitudes; Teacher Student Relationship; Cultural Influences; Expectation; College Faculty; Student Needs; Students with Disabilities; Foreign Countries; Student Experience

10.1080/13603116.2019.1698063

1360-3116

Tom (pseudonym) was an international undergraduate student with a rare visual disability, known as cone dystrophy. His appearance was that of a normal person but variations in light greatly influenced his vision. During his first two years at a university in Australia, Tom had particular difficulty making sense of assessment and feedback. His perceptions, struggles and strategies are presented here as a narrative, primarily in his own words. Tom's interactions with academics were strong contributors to his mostly negative perceptions about assessment and feedback. Key influencers were his cultural background, his approach to feedback, and his own expectations of the role feedback should play. An analysis of four in-depth interviews and a written response of this student's attitudes, needs and issues demonstrate how academics, university stakeholders and experts in assessment and feedback can develop a raised awareness of, and sensitivity to, specialised ways of assisting international students with disabilities. A greater exploration and unpacking of these students' individual needs and difficulties is suggested in the process of understanding feedback and assessment in a new academic context.

As Provided

2022

EJ1339983