Inclusive pedagogy and learning assessment, a complex relation
DOI:
https://doi.org/10.28998/2175-6600.2024v16n38pe16835Keywords:
Learning assessment, Inclusive pedagogy, Disability, University studentsAbstract
In this paper, we discuss learning assessment of students with disabilities. Based on the results, we identified different strategies, such as individual participation and teamwork, used for continuous assessment, as well as written exams and assignments, used for summative assessment. We conclude that these strategies are based on an individualistic perspective, which hinders the inclusion of these students and does not favor the suitable evaluation of their learning.
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