Creating Inclusive Assessments. Michelle Garvey. March 2009.

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Presentation transcript:

Creating Inclusive Assessments. Michelle Garvey. March 2009.

Aim. Define Inclusive Curriculum and Inclusive Assessment Describe the need for, and benefits of, Inclusive Assessment. Describe examples where issues of inclusivity arise in assessment.

What is Inclusive Curriculum? Recognises the Diversity of the Student Population, Multiple teaching approaches to meet the needs of a diverse student body, Proactive in dismantling barriers.

Inclusive Assessment is… …accessible and free of unnecessary barriers. Is not… designed, delivered or graded in a way that unnecessarily disadvantages a sub section of students, preventing them from freely demonstrating their attainment of learning outcomes.

Context. Non-Traditional Students  Mature Students,  Students with Disabilities,  Students from lower-socio-economic backgrounds,  International Students. Strategic Planning and Development

Current Assessments. Retrofitting via Reasonable Accommodations, Unsustainable, Inclusive assessment:  Time efficient,  Reduce Risk,  Made easier with Learning Outcomes.

Points for Consideration. Information distribution, Design and layout, Whether the type of assessment tests what we want it to test, Relevance of grading criteria to learning outcomes.

Expectations. Timely information, Clarity regarding what is being assessed, and how, Learning Outcomes Guide this Process! Clear design and layout.

What is being assessed? Does your assessment test anything that is not articulated in the learning outcomes? For example:  Stamina,  Speed of writing,  Language usage, Alternatives to Exams?

Multiple Assessment Methods. Differing learning styles, One method will not fit all. Can learning outcomes be assessed via multiple methods?

Grading and Feedback. Does your grading allow/subtract marks for irrelevant criteria? Look to Learning Outcomes! Is Feedback delivered in a timely and constructive manner?

To Conclude. Inclusive assessment is accessible and free of unnecessary barriers. Learning outcomes can be used to distinguish the necessary from the unnecessary elements of assessment. Benefit of ALL students

THANK YOU. For more information: