EXAMINING THE EFFECTIVENESS OF ASSESSMENT PRACTICES FOR STUDENTS WITH DISABILITIES IN THE HIGHER EDUCATION SECTOR: A PROJECT BASED STUDY OF BAHRAIN

Abstract

This study examines the effectiveness of assessment practices for students with disabilities in higher education, with a specific focus on five private universities in Bahrain. Employing a quantitative cross-sectional research design, the study evaluates the barriers faced by disabled students and the strategies required to enhance inclusivity in assessment. The findings reveal that physical limitations are the most prevalent disabilities, with significant challenges in mobility, communication, and learning. Professors with extensive teaching experience provide valuable insights into institutional methodologies and grading practices, highlighting the need for equity and consistency in assessments. The analysis confirms the reliability and validity of the constructs used, with positive relationships established between assessment inputs, grading approaches, and performance outcomes. The study underscores the necessity of adopting inclusive educational principles, recommending alternative assessment strategies such as flexible assignments, multimedia projects, and peer evaluations to accommodate diverse learner needs. It emphasizes the importance of collaborative efforts among policymakers, educators, and stakeholders to develop policies that ensure equitable learning opportunities. This work contributes to the growing body of knowledge on inclusive education and calls for further research into effective grading systems and tailored support mechanisms that enhance the academic achievements of students with disabilities.