Inclusive Formative Assessment in Work-Integrated Learning from the Perspectives of Students with Disabilities

New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: [email protected]; Web site: https://www.ijwil.org/

Y

14

Inclusion; Formative Evaluation; Student Evaluation; Students with Disabilities; Student Experience; Student Attitudes; Accessibility (for Disabled); Student Needs; Business Administration Education; Foreign Countries; College Freshmen; Barriers; Teaching Methods; Education Work Relationship

2538-1032

The experiences of students with disabilities are the focus of the study, guided by the research question: What can we learn about inclusive formative assessment in work-integrated learning (WIL) from the experiences of students with disabilities? The capability approach was drawn on to theorize how inclusive formative assessment in WIL could contribute to students' success and well-being. Five narrative interviews with six students were conducted over the course of their first year. The study found that students valued formative assessment tasks that combined engaged learning with preparation for working life. Formative assessment provided opportunities to showcase strengths and develop areas of weakness in a safe space. Above all, students appreciated lecturers who adapted assessment tasks to their needs. The study contributes to an understanding of inclusive formative assessment from the perspectives of students with disabilities and diverse learning needs.

As Provided

2024

EJ1432698