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Innovative and Inclusive Assessment Examples

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Innovative and Inclusive Assessment Examples

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    1. Innovative and Inclusive Assessment Examples Dr Geraldine O’Neill UCD Centre for Teaching and Learning

    2. What is Inclusive Assessment? Thinking about assessment and the students differently.

    5. Universal design refers to the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people, regardless of their age, size or disability. (Disability Act, 2005)

    6. Disabled Students All Students

    7. Every assessment type will either advantage or disadvantage to someone Innovation can be innovative in one area and routine in another. The unseen exam, where unsuitable for some, is also very familiar and well mastered by many. A poster sounds innovative, but would disadvantage visually impaired students Participation n group discussions is a good Every assessment type will either advantage or disadvantage to someone Innovation can be innovative in one area and routine in another. The unseen exam, where unsuitable for some, is also very familiar and well mastered by many. A poster sounds innovative, but would disadvantage visually impaired students Participation n group discussions is a good

    9. One step further ‘Innovative’ and ‘Inclusive Assessment’ for All students

    10. An Example: University of Plymouth (Eastbrook, Parker & Waterfield, 2005: SPACE project: http://www.engsc.ac.uk/downloads/pdfs/Resource/assessmentchoice.pdf)

    11. Move, not just to innovative, but to inclusive assessment

    12. References Barton, L. (2003) ‘Inclusive Education and Teacher Education – A Basis for Hope or a Discourse of Delusion’, Professorial Lecture, Institute for Education, University of London  Brown, G., Bull, J., and Pendlebury, M. (1997) Assessing student learning in higher education. London, New York: Routledge. Elton, L. and Johnston, B. (2002) Assessment in Universities: a critical review of research Learning and Teaching Support Network (LTSN) Generic Centre: York Heywood, J. (2000) Assessment in higher education: student learning, teaching, programmes and institutions. London: Jessica Kingsley. Nightingale, P., Te Wiata, I., Toohey, S., Ryan, G., Hughes, C., and Magin, D. (1996) Assessing learning in Universities. Sydney: University of New South Wales Press. SPACE Project - Inclusive Assessment (2009) http://www.plymouth.ac.uk/pages/view.asp?page=10494 Accessed April 2009. Rose, D. and Meyer, A. (2000) ‘Universal Design for Learning’ Journal of Special Education Technology Volume 15 No. 1, Winter 2002  

    13.  Stuart, M. (2005) ‘What price inclusion? Debates and discussions about learning and teaching to widen participation’, in Layer, G. Closing the Equity Gap. The impact of widening participation strategies in the UK and the USA NIACE: Leicester  Talbot, C. (2004) Equality, Diversity and Inclusivity: Curriculum Matters (Staff and Education Association (SEDA) Special Number 16) SEDA: Birmingham  Waterfield, J., West, R. and Parker, M. (2006) ‘Developing an Assessment Toolkit in Inclusive Learning in Higher Education’ in (Eds.) Adams, M. and Brown, S. Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students Routledge: London

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