Developing an inclusive assessment strategy
Academic assessment determines the extent to which a student has achieved specified learning outcomes through the performance of a prescribed task. It provides the means by which
- formal learning outcomes are objectively assessed
- academic and professional standards are maintained
- the credibility of an institution’s academic awards are safeguarded.
Academic assessment must be accurate, objectively measured, consistent and fair.
Providing assessment that is accessible to all students without compromising academic standards can present challenges. Previous practice has largely been characterised by the application of a standard set of adjustments to a relatively limited range of assessment activities, where the adjustments were seen as additional and separate to the teaching of a course. This model, although generally successful, is costly, highly administrative and is provider-led not student-centred. There have been radical changes in recent years and institutions are now starting to adopt a more proactive, coherent approach to assessment. This is the approach recommended here.
A step-by-step approach can be taken to develop an assessment strategy that is inclusive.
- Identify the learning outcomes for a specified piece of work, such as a module, course or programme (i.e. what students must demonstrate they know, can do, or understand). Are these learning outcomes framed in ways that do not unreasonably prevent their achievement by students with particular impairments?
- Specify a task (e.g. a question or activity) for students to complete to demonstrate that they have achieved the outcomes. You may provide alternative tasks that students can choose from.
- Select the methods by which students carry out the task (e.g. written answer, presentation, practical activity). You may provide alternative methods for carrying out the assessment task.
- Identify any barriers that disabled students might experience with the selected task or method.
- Consider your institution’s policy and procedures on assessment adjustments and the requirements of the DDA.
- Provide alternatives or adjustments to the selected tasks or methods where required and where reasonable. These must be equally rigorous. Remember you do not need to jeopardise academic standards
- Provide an accessible assessment environment and a suitable timetable for completing the task.
- Provide students with appropriate and accessible assessment feedback.
The assessment strategy should be an integral part of course and programme specifications, as should any adjustments approved for disabled students. Integration means that accessibility issues relating to teaching, learning and assessment are included in the formal processes by which courses and programme specifications are approved and delivered.