Abstract

LUMADI, M. W.. Exploring the use of digital technologies to tackle inequities in assessment at higher education institutions. S. Afr. J. High. Educ. [online]. 2024, vol.38, n.3, pp.77-96. ISSN 1753-5913.  http://dx.doi.org/10.20853/38-3-6368.

The intention of this article is to underscore the significance of using digital technologies to tackle inequities in assessment at higher education institutions. It is imperative to be mindful about the barriers that students with disabilities encounter when assessed and identify the potential of technology to overcome these barriers. This becomes an obstacle for safeguarding equal opportunities to access and gain from digital technologies. Furthermore, a qualitative approach, with key informant interviews prevailing as data instruments were employed. With its rapid succession of innovations, Information and Communication Technology, provides opportunities and brings comfort to students to be involved in assessment. The concern to ensure equity and equality in assessment is evidenced in the findings. Several noteworthy findings such as social exclusion, impairment issues and assistive educational technology were deliberated on. This was in response to the research questions posed. It is therefore, proposed that digital technology for students with disabilities needs to be addressed by policymakers and researchers. Students with disabilities should have the same rights to participate in assessment as other students.

Keywords : digital technologies; inequities; assessment; disability; visually impaired; higher education.

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