Innovative and Inclusive Assessment Examples

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.

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5. Inclusive Assessment 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. Contingency Approach “special arrangements” such as extra time, own room, etc.) which is essentially a form of assimilation into an existing system Disabled Students All Students Inclusive approach (e.g., a flexible range of assessment modes made available to all) capable of assessing the same learning outcomes in different ways. Alternative Approach (e.g., a viva voce instead of a written assignment) offering a repertoire of assessments embedded into course design as present and future possibilities for a minority of disabled students Systematic Innovation and Choice for all Innovation SPACE Project: http://www.plymouth.ac.uk/files/extranet/docs/SWA/1.%20Introduction.pdf

9. One step further ‘Innovative’ and ‘Inclusive Assessment’ for All students MODULE ASSESSMENT CHOICE Learning Outcomes OR Assessment Criteria OR

10. An Example: University of Plymouth (Eastbrook, Parker & Waterfield, 2005: SPACE project: http://www.engsc.ac.uk/downloads/pdfs/Resource/assessmentchoice.pdf) MODULE ASSESSMENT CHOICE • End of Module Test • or • Coursework • or • Portfolio • or • Weekly test Module: Behaviour of Structures (School of Engineering) (n= 146 students, 14 disabled students) Assessment Criteria

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