Exploring Equity in Existing Assessment Practices for Visually Impaired Students at Higher Education Level

Abstract

ABSTRACT The educational assessment procedure provides insight into the achievement and competency of visually impaired students to their educators. This study aimed to promote equity in assessment procedures for visually impaired students at higher education levels and the ways of executing inequity. A qualitative approach with an explanatory nature was used for this study. Participants of study were visually impaired students (N=20) from higher education levels. A self-developed semi-structured interview protocol was administered for the data collection process. The instrument’s validity was confirmed through the expert opinion (N=02). Instrument’s reliability was assured through an extensive literature review. Five themes emerged from the interviews of the participants i.e., perception of visually impaired students, institutes’ support, barriers for visually impaired students, effects on career development, and suitable ways for educational assessment. This study in its findings revealed that the existing assessment procedure is quite challenging for them. This study gives its recommendations to Higher education institutes should provide knowledge and orientation about assessment policy and procedure to the faculty and non-teaching staff. The assessment reflects the ultimate learning for the students at higher education level including visually impaired students. A need is always to conduct assessments for both students with and without visual impairment as per their access level. For this reason, modification in the assessment procedure for visually impaired students is mandatory for promoting equity in the procedures of assessment for visually impaired students. Dawadi et al., (2024) suggested pedagogical implications for the future learning environment through the promotion of equity in assessment. Design/Methodology/Approach: This study was qualitative and exploratory. A self-developed semi-structured interview was used as an instrument for this study. Findings: The findings revealed that visually impaired students perceived existing assessment procedures as quite difficult for them. The results revealed that visually impaired students are only allowed to get permission from their institutes to avail writer. The findings revealed that the writers’ mistakes and non-seriousness of visually impaired students affect the career development of the visually impaired students.

Keywords

• Visually Impaired Students
• Equity
• Assessment
• Higher Education
• Fairness