How far should universities go with student reasonable adjustments?

[Joshua Ferdinand]

Universities now have reasonable adjustments for students to individualise assessments. I appreciate the importance of assessing someone in an equitable way however I have noticed in some cases they can be illogically applied.

Take for example an assessment of conflict resolution for policing, where a student needs to complete this in a quite environment i.e. without their peers watching, while this may help development. They are unable to present the skill in front of others which is crucial for the role but the pass the university assessment.

Does this progressively devalue academic assessment? Could this create grade inflation without improved performance? Is there any comparison between the Anglo-American speaking schools with this SRA culture and other universities with more stringent processes?

 

[Atomic Academic]

Universities now have reasonable adjustments for students to individualise assessments. I appreciate the importance of assessing someone in an equitable way however I have noticed in some cases they can be illogically applied.

Take for example an assessment of conflict resolution for policing, where a student needs to complete this in a quite environment i.e. without their peers watching, while this may help development. They are unable to present the skill in front of others which is crucial for the role but the pass the university assessment.

Does this progressively devalue academic assessment? Could this create grade inflation without improved performance? Is there any comparison between the Anglo-American speaking schools with this SRA culture and other universities with more stringent processes?

Reasonable adjustments in academic assessments aim to provide equitable opportunities for all students, considering individual needs. However, as in the case you mentioned, where the assessment conditions may not align with the real-world requirements of a profession like policing, there can be a valid concern about the authenticity and validity of the assessment process.

In instances where adjustments significantly deviate from the essential skills needed for a profession, there is a risk of devaluing academic assessments. If students can pass assessments without demonstrating critical skills required for their future roles, it could indeed lead to grade inflation without corresponding improvements in performance.

Cross-cultural comparisons between Anglo-American universities and those with more stringent assessment processes could shed light on variations in academic standards and practices. Research in this area could explore how different educational systems balance accommodation for individual needs with maintaining academic rigor and ensuring graduates are adequately prepared for their chosen careers.

How do you think educational institutions can strike a balance between accommodating individual needs and upholding the integrity and authenticity of academic assessments, particularly in professional fields like policing?