Neurodiversity, Computing students, Assessment, Creativity, Theory
Roberts, Prof. Debbie
Roberts, Mr. Nathan
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CC BY-NC-SA 4.0
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Higher Education within the UK is attracting a higher proportion of previously under represented people with cognitive disabilities such as Autistic spectrum disorders (ASD) or Asperger’s syndrome (AS). Assessment schedules that enable students to demonstrate a range of sophisticated cognitive abilities are lacking (Sadler 2009), and despite the laudable shift towards developing student centred learning outcomes; the assessment task(s) have remained largely unchanged, with links between learning outcomes and that which is assessed, being almost always implicit or tenuous at best (Rust 2002).
The notion of lateral thinking and creativity may not come naturally to people ASD/AS; and if links between learning outcomes and assessments are implicit, then people with ASD/AS may not ‘see’ what other students glean from reading between the lines. This paper explores notions of fostering creativity through assessment amongst computing students within Higher Education, the potential solutions discussed may inform educational practice with all learners.