Breaking down barriers: Are current assessments failing struggling learners
Assessments are crucial for measuring learning outcomes in education, but traditional methods often fail to support students with learning barriers. This study examines the adequacy of current assessments through a qualitative scoping review of peer-reviewed literature published between 2018 and 2025, sourced from Google Scholar and Scopus using Boolean search terms. The findings reveal that traditional assessments disadvantage struggling learners at four intersecting structural levels: policy, institutional, professional, and classroom. In contrast, formative and innovative methods promote inclusion and align with Vygotsky's Social Development Theory. This study proposes the Structural Barriers to Inclusive Assessment (SBIA) Framework, which reconceptualises assessment reform as a systemic rather than a purely pedagogical challenge. The study recommends that schools collaborate to reform assessment strategies across all structural levels, ensuring equitable support for all learners. Limitations include potential publication bias and the review's defined scope. Future research should explore mixed-methods approaches for deeper insights.
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