Exploring the Views and Experiences of Disabled Students in Assessment and Feedback at a University in London, England

Eleanor Girt, Head of Disability Dyslexia and Access Centre

Sharon Gallagher, PhD Student

Overview of UEL

Aims

Research design

Results

Way forward

Outline

UEL is one of the UK’s most diverse and fastest growing universities.

23,000 students from 120 countries worldwide.

Our students tend to be from non-traditional backgrounds and older

In 2009/10 over 2300 students disclosed they had a disability.

Who we are

Aim:

To give disabled students an opportunity to give their views on assessment and feedback.

Research

RQ1: What did students with a wide range of disabilities in one particular institution feel about the types of assessments required for their degree programme?

RQ2: Were there some varieties of assessment preferred over others?

RQ3: Did the students feel that this preference was related to their disability?

Research Questions:

All students who had disclosed a disability were invited to fill in a questionnaire and attend a student focus group.

Who we focused on

Cross-section methodology

Quantitative Qualitative

First we used a quantitative design to reach as many disabled students as possible and ascertain what problems they had with assessment and feedback procedures

Secondly we adopted a qualitative approach to focus on specific issues raised in the quantitative design

Advisory group of disabled students

Questionnaire designed using surveymonkey (online tool)

Assessment Experience Questionnaire found at:

www.heaacademy.ac.uk/ourwork/teachingandlearning.com

Emailed all students whom had disclosed and were currently enrolled (UEL database)

QuantitativeProcedural Methods

Quantitative Research

Over 2000 students were emailed the link to questionnaire

118 responded

10 of whom did not have a disability

Quantitative response

Characteristics of Respondents

What is your gender?

What year are you in?

Disability Total Numbers

Specific Learning Difference

50

Mobility 11Medical 2Visual Impairment 2Deaf/ hearing impairment

3

Mental Health 92 or more 17Autism/Aspergers 1Not known 1

Types of Disabilities

Quantitative Results

The Quantitative Results

Quantitative Results

If you did not have a disability do you think you your answers would be different?

“I would be more confident, have increased verbal/written fluency be more decisive and less anxious”

Would your answer be different if you did not have a disability?

Qualitative Research

Focus group Chose questions that emerged from

quantitative study Chose a disabled postgraduate student

facilitator (with an assistant ) Publicised the event across campuses Emailed and text to remind students Provided lunch (for approx 12) Offered a £20 voucher from a supermarket

QualitativeProcedural Methods

49 students attended focus group on one campus (4 unidentifiable)

One student attended on the following week at other campus

Qualitative response

Facilitator: “In the questionnaire, essay exams were the least favourite for our students. Why do you think that is?”

“Well I think there are some practical issues...things take twice as long as able bodied people...like this morning, I had to get up at 5am.....to get to an exam at 9:30am. I am knackered before I even start.....

I’d rather have it at the beginning, so I can arrive half an hour later.....

Student Quote

Current inclusive curriculum policy does not necessarily work for students with disabilities

Students experience of support from Tutor varied from year to year

Students value feedback but preferred it face –to-face

Unclear what the reasons are for preferred types of assessment

Results

Non Difference Time

Comprehension

Difference

Themes

Feedback

◦Time frame for picking up assignments

◦Students felt tutors did not always understand their disability and/or their needs

◦Students often did not understand what the tutor was requiring for the assessment

Results

Text reminders about assignments ready to be picked up

One to one feedback

Web 2.0

Extenuation – different for disabled students

Suggestions from students

Towards Inclusion - e-learning and face to face training for all staff

Work with Director of Learning and Teaching re assessment and feedback

Work with Chair of Extenuation panel?

Way Forward

As this is a work in progress we appreciate any feedback you have for us

Thank you for listening

Eleanor Girt Head of Disability Dyslexia and Access

Centre Email:e.m.girt@uel.ac.uk

Sharon Gallagher PhD Student

Email:s.gallagher@uel.ac.uk

Annastacia Regan Acting Disability/Dyslexia Advisor

Email: a.regan@uel.ac.uk

University of East Londonwww.uel.ac.uk

Tel: +442082237088