The ever expanding use of C&IT makes it impossible for even the most technophobic person to ignore. Fortunately that expansion has, in part, been matched by increased ‘user friendliness’ of major C&IT tools. Basic computer literacy is a requirement across most of the graduate workplace. It has also become a necessity in academic study whether to word process assignments or undertake information searches.
Effective C&IT skills are generally demonstrated through:
- Comfortably learning new applications independently, as required.
- Being able to evaluate software packages and customising them to suit requirements.
Technology can unlock doors but also create new barriers for disabled people. Good practice guidelines are available from the World Wide Web Consortium (W3C) and also from TechDis.
- Are workstations with enabling technologies available? Is the assessment accessible to those using such technologies (e.g. screen reading software) or those who cannot use a mouse?
- Is the lay out and structure of the assessment suitable for students with dyslexia or with partial sight?
- Do any sound clips have text alternatives or sub-titles?
- Does the software allow students to have extra time or to take rest breaks during the assessment?
- Do tutors monitor automated marking to ensure, for examples, it does not pick up misspellings as wrong answers?
Information taken from the Disability Rights Commission ‘Good Practice Guide – Examinations and Assessment’.