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Inclusive Assessment

Inclusive Assessment. Aim of the session. To explore issues related to inclusive assessment through the medium of cookies. Task 1: Constructing Criteria. We’re going to ask you to assess a range of different chocolate chip cookies

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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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