Creating Inclusive Assessments'

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Creating Inclusive Assessments.

• Michelle Garvey.
• March 2009.

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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.

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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.

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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.

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Context.

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

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Current Assessments.

• Retrofitting via Reasonable Accommodations,
• Unsustainable,
• Inclusive assessment
• Time efficient,
• Reduce Risk,
• Made easier with Learning Outcomes.

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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.

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Expectations.

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

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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?

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Multiple Assessment Methods.

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

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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?

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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

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THANK YOU.

• For more information
• garveym1_at_tcd.ie