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Inclusive Assessment

Explore inclusive assessment issues using cookies to construct and assess criteria for ranking. Enhance evaluation skills and adapt criteria for impartial cookie assessment. Discuss best assessment practices for all students. Provide choice to align criteria with learning outcomes and engage students. Help students comprehend assignments for improved performance and confidence.

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Inclusive Assessment

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  1. Inclusive Assessment

  2. Aim of the session • To explore issues related to inclusive assessment through the medium of cookies

  3. Task 1: Constructing Criteria • We’re going to ask you to assess a range of different chocolate chip cookies • Construct a range of criteria which allow you to assess the cookies • You will use your criteria to rank cookies – ‘best’ to ‘worst’

  4. Task 2 : Assess those cookies! • We’ll present you with a selection of cookies. • Use your criteria to assess them

  5. Discussion

  6. Task 3 : Assess these ‘cookies’ • Use your criteria to assess this set of baked goodies • How well do your criteria work?

  7. Discussion • How would you adapt your criteria to evaluate all biscuits on an equal basis?

  8. Inclusive Assessment, or Just Good Assessment Practice ? • We get a long way towards making assessment more inclusive by simply adopting proven good assessment practices

  9. Inclusive Assessment, or Just Good Assessment Practice ? • Choose authentic and appropriate means of assessing • Unseen exams, reports and essays are overused • Many other methods which may be more fit-for-purpose • in-seminar assessments, posters, assessed blogs, portfolios, case studies, vivas, short answer tests, multiple choice and other computer-based tests, reflective accounts, logs, projects, (video) presentations, learning packages, annotated bibliographies, in-tray exercises, live briefs, …

  10. Assignment Briefs • Should • be informative, as clear as possible and readily accessible to students • communicate requirements, tasks and expectations • provide detailed assessment criteria • provide an implicit learning contract • Clear assignment specifications help all students

  11. Providing Choice • Assessment criteria must • be relevant to the learning outcomes • enable assessment of the learning outcomes regardless of submission format chosen by student • Producing good assessment criteria requires forethought

  12. Choice vs Assessment Criteria • Student-centred learning suggests we should offer students (constrained) choices of how they undertake an assignment and meet the learning outcomes • enables students to choose an assessment format they are most comfortable with • gives students agency, a key factor in motivation and engagement

  13. Helping Students Understand Assignments • Helping students understand the requirements benefits all students • e.g. Wolverhampton University student-led assignment ‘unpacking’ sessions • provides example assessment for students to mark • improves understanding of assessment • builds staff/student shared understanding of the assessment • increases assessment performance for all students, but especially dyslexic and BME students • improves assessment literacy & student confidence, especially in Y1 => improved retention

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