Acessibility in large - scale assessments: challenges in biulding inclusive assessments
Abstract
This review article seeks to reflect on the relevance and scope of regulations, methodologies, and instruments aimed at including all examinees in large-scale educational assessments. Based on international scientific literature on disability, accessibility, and educational assessment, as well as on reference documents for evaluation policies, the authors examine central aspects in the production of knowledge on these topics, providing an overview of how the accessibility agenda has impacted assessment processes designed for a majority without disabilities. Considering the evolution of understanding of disability and the debate around key concepts in the field of accessible assessment – accessibility, accommodation, validity, construct, irrelevant variance, universal design – the authors support the legitimacy of the participation of students with disabilities in assessments and emphasize that the consistent provision of accessibility and accommodation acts as a factor in the accuracy, reliability and validity of the results. The role of research in seeking evidence, revising assumptions and procedures, filling gaps, and promoting evaluative justice is highlighted. Finally, the main advances achieved from the studies and guidelines of the Advisory Committee on Special Education and Specialized Assistance in Exams and Evaluations of Basic Education (Caes) of the National Institute of Educational Studies and Research Anísio Teixeira (Inep) are presented.
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