How students perceive different types of assessments in terms of authenticity, inclusivity, and ability to demonstrate performance: Exploring the impact of disability

Abstract

Previous research has highlighted that students with disabilities have different learning experiences than students without. However, there has been little examination of student perceptions of individual assessment types in terms of inclusivity, authenticity, and ability to perform, which this study aimed to explore through an online survey. 180 Undergraduate students self-reported disability status and rated perceptions for each characteristic of assessment (authenticity, inclusivity, ability to perform) per assessment type. All types of assessment analysed varied in perceptions of assessment characteristics. Separate ANOVAs indicated that students with a disability tended to provide lower inclusivity ratings for in-person exams and group projects relative to non-disabled students. Students with a disability rated in-person group presentation and group projects as less authentic. In addition, disabled students perceived lower ability to perform during in-person exams, multiple-choice quizzes, online exams, and timed assessments. However, essays, in-person individual presentations and lab reports indicated no evidence of an effect of disability. Together, these results suggest that some, but not all assessment types are perceived as less inclusive, authentic or able to perform for students with a disability relative to students without a disability. This has implications for programme directors when considering assessments for their programmes.