Researchers at the University of Tsukuba have found that the current accommodations for examinees with blindness in high-stakes examinations, such as the Common Test for University Admissions, are inadequate when it comes to answering questions involving complex tables. Despite being allowed a time extension of 1.5 times the standard duration for answering questions presented in braille, examinees faced difficulties in reading complex tables within this extended time frame. This raises concerns about the fairness of evaluating the abilities of blind examinees and calls for a reassessment of examination methods.
The Common Test for University Admissions currently provides examinees using braille with a time extension of 1.5 times the standard duration. However, as the complexity of questions, including charts and diagrams, continues to increase in such examinations, there is a need to evaluate whether the current accommodations are still effective. The researchers aimed to assess the validity of the existing time extension for examinees when tackling questions containing complex tables, which are essential for accurate assessment of their abilities.
The study conducted by the researchers involved measuring the time required for blind examinees to read both braille text and complex tables. The results revealed that while 70% of the examinees could complete the braille text reading task within 1.5 times the standard duration, none of them could finish reading the complex tables within the extended time frame. Additionally, there were significant individual differences in reading speeds between braille text and tables, indicating that quick reading of sentences did not necessarily translate to quick reading of tables. This highlights the inadequacy of the current time extension for examinees using braille.
The findings of this research underline the insufficiency of the current accommodations for blind examinees when facing examination questions involving complex tables. This prompts a reevaluation of how their abilities are assessed and raises broader questions about the fairness of evaluation methods for individuals with disabilities. The researchers emphasize the need to reconsider the examination framework itself to ensure equal opportunities for all examinees, regardless of their disability status.
This important research was supported by the Japan Society for the Promotion of Science, highlighting its significance in addressing the challenges faced by blind examinees in high-stakes examinations. By shedding light on the inadequacies of current accommodations and calling for a reevaluation of examination methods, the researchers aim to promote a fair and inclusive evaluation system that accurately assesses the abilities of all individuals. This study serves as a crucial step towards creating a more equitable educational environment for examinees with blindness.
