The Role of a Rubric in Assessing the English Skills of Learners with Visual Impairments
DOI:
https://doi.org/10.5281/zenodo.20842876Ключевые слова:
inclusive assessment, rubric, Braille literacy, English as a foreign language, Universal Design for Learning, visual impairmentАннотация
For learners with visual impairments, the assessment of English has lagged behind the adaptation of materials
and teaching. This article describes an ability-focused rubric grounded in Vygotsky’s compensation principle and
Universal Design for Learning. It scores four competencies - vocabulary and touch-based meaning, grammar, intelligible
pronunciation, and Braille literacy with assistive technology - from 1 to 5, and lets a pupil answer in Braille, by voice, or
through a screen reader. Trialled with 128 pupils in grades 5-6 across three Uzbek boarding schools, it gave the adapted-
materials group a 13.3% advantage over a matched control (Pearson’s chi-square = 9.39, p < .05) - a fair, reliable, and
motivating basis for inclusive assessment
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