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Dr Michaela Borg & Jenny Hambling

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Presentation on theme: "Dr Michaela Borg & Jenny Hambling"— Presentation transcript:

1 Taking an institutional approach to enhancing inclusive assessment practices
Dr Michaela Borg & Jenny Hambling Centre for Academic Development & Quality Nottingham Trent University

2 Context: Success for All
Reduction of disparities in progression and attainment Whole-institutional refresh of the curriculum 8 Educational Developers on a two-year project School-based Inclusive curricula, pedagogies and assessment

3 Data-informed approaches at NTU
Data on disparities is fundamental Data is the starting point Problem with data exhaustion Crucial is development of ongoing relationships with course teams How can we make these data accessible and meaningful?

4 Inclusive Curriculum Evaluation Tool
Lots of data Adapted TESTA-style approach to use of data to engage and develop The Inclusive Curriculum Evaluation Tool (ICET) Uses data already generated Fast generation of accessible course-level inclusivity profiles Aim is to support meaningful engagement Used in conjunction with a qualitative inclusivity framework Thanks to the HEA for their Self-evaluation Framework (2010) which was key in inspiring the development of the qualitative framework

5 Assessment overview Course-level information on: assessment load, variety and weighting Used by Educational Developers in conversation ICET also has data on: Disparities in progression and attainment (course-level) Engagement with VLE Engagement with electronic feedback (staff/student)

6 Example: BSc Geography

7 Example: BA English

8 Case study: LLB Law

9 Inclusive Curriculum Framework

10 Inclusive Curriculum Framework

11 Case study: LLB Assessment Review 2017
ICET data informed proposed modifications to assessment practice LLB courses: lots of mature students Prioritising academic support for students with vocational qualifications Outcome: re-evaluating assessment structure with a view to enhancing inclusivity

12 Dr Michaela Borg Jenny Hambling

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