Widening Participation for Non-Traditional Students: Can Using Alternative Assessment Methods Level the Playing Field in Higher Education?
Burnell, I. 2019. Widening Participation for Non-Traditional Students: Can Using Alternative Assessment Methods Level the Playing Field in Higher Education? Widening Participation and Lifelong Learning. 21 (3), pp. 162-173.
This paper will explore and examine the notion and practice of using alternative assessments as a means to overcoming barriers to learning and success for under-represented groups, such as mature students returning to learning. Since widening participation initiatives began, many universities have begun to engage in practices that are conducive to their learners successfully accessing and achieving in higher education. The pedagogical practice of using alternative assessments for students who are considered to be at a disadvantage, not because of disability, but because of their background and affiliation with under-represented groups in higher education, may go some way to levelling the playing field.
|Journal||Widening Participation and Lifelong Learning|
|Journal citation||21 (3), pp. 162-173|
|Publisher||Open University, Centre for Widening Participation|
|Accepted author manuscript|
File Access Level
|Digital Object Identifier (DOI)||doi:10.5456/WPLL.21.3.162|
|Web address (URL)||https://doi.org/10.5456/WPLL.21.3.162|
|Online||01 Nov 2019|
|Publication process dates|
|Deposited||30 Oct 2019|
|Accepted||23 Oct 2019|
|Copyright holder||© 2019 The Author|
|Copyright information||The definitive, peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning , 21 (3) , pp. 162-173, 2019, https://doi.org/10.5456/WPLL.21.3.162.|
Accepted author manuscript
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