Melanie Parker, University of Plymouth

1. Staff-Student Partnership For Assessment Change and EvaluationDisability Studies Conference: Putting Theory into Practice, Lancaster University, July 2004Critically Responding to Current Practice through the Adoption of Inclusive Methods of Assessment Melanie Parker, University of Plymouth

2. SPACE Project The aims of this paper are: • To critically review the current practice in HE of providing special examination arrangements for students with disabilities • To consider inclusive forms of assessment as an alternative

3. SPACE Project The session will: • Introduce SPACE • Look at current practice • Look at delivering inclusive education through alternative forms of assessment • Contextualize the debate • Identify the challenges facing inclusive assessment

4. SPACE Project • HEFCE Strand 2 Project • Continuation of the HEFCE SWANDS Project • Collaboration across 8 HEI’s • Academics • Disability Officers • Educational Developers • Students

5. SPACE Project • Action Research Methodology Disability research should be “about research with rather than for or on disabled people.” Goodley, D (1999, p.6) Surveyed and interviewed over 100 first year students with disabilities regarding: • Experience of current assessment methods • Effectiveness of any special examination arrangements • Feedback about any alternative assessment methods they may have had

6. Contextualize the Assessment Experience • Legislation - DDA Part 4, Compliance in Post 16 Education • “anticipatory action” • “reasonable adjustments” • Special Arrangements • Equity • Limitations • Oversights • “Participation in education continues to be focused on fitting people into what is already available …” (Stuart, 2002, p.22) • Medical Model of Disability

7. Student voice Special Examination Arrangements: “Although the computer has made it easier for me to answer questions as I find handwriting at speed very difficult. I still feel I am struggling to give my answers in the time given.”

8. Student voice Examinations: “Exams are dependent upon how well I am on that particular day.” “ … massive time pressure of an exam and pain caused by sitting for long periods …”

9. Student voice In-class assessments: “Sometimes I have had difficult periods where assessments overlapped and I could not meet the deadlines. I subsequently handed in substandard work.” “I find it takes me a long time to complete practical sessions and tests due to my reading speed. I feel very anxious and pressurised by time and staff and partly my colleagues. This does not help me concentrate or understand”

10. Facilitating Inclusive Education • “I think alternative assessments are a good idea however to other students it may seem unfair.” “If the assessment system is changed I believe all students should partake in order not to alienate those with learning difficulties” • Government agenda of 50% population participation in HE by 2010 “Diversity is upon us and we will be changed by it” (Christine King, ILTHE Conference, 2004)

11. Facilitating Inclusive Education • Post-modernism “ … postmodern ideas can contribute an enormous amount to the development of inclusive societies …” (Corker & Shakespeare, 2002) • From capitalism to consumerism • Representation • Identity • Social model of disability

12. Student voice Student’s Preferred Methods of Assessment: • Continuous assessment • Multiple choice testing • Oral examinations • Coursework with discussion elements • Portfolios • Essay assignments • Computer-based assessments and exercises

13. SPACE & Inclusive Education Putting together case studies of inclusive practice: • Oral presentation (Health and Social Care) • Video rather than written dissertation (Illustration) • Oral assessment rather than traditional exam (Civil Engineering • Oral report rather than written report (Humanities) • Design report rather than essay (Art and Design) • Portfolio (Education, Science & Engineering) • Providing students with a choice of assessment (Construction Education)

14. SPACE & Inclusive EducationAlternative Assessment Toolkit • Case studies • Tested examples of alternative assessment methods • Critical review • Institutional/departmental/individual procedures to support the process of assessment change • Evaluation tools • Resource Issues

15. The Challenges facing SPACE and Inclusive Assessment • Cultural Shift/Transformation “the change process is not about assimilation but transformation” (Barton, 2003) • Discipline/strategic planning • Assessing core learning outcomes • Informed staff • Resources and time • Professional Bodies • Existing strategies • Plagiarism

16. SPACE Project Thank you for listening and sharing your thoughts and ideas. For more information please contact us mcparker@plymouth.ac.uk www.space.ac.uk 01752 232284

17. SPACE Project References: Barton, L. (2003) “Inclusive Education and Teacher Education – A Basis for Hope or a Discourse of Delusion” Professorial Lecture, Institute of Education, University of London Corker, M. & Shakespeare, T. “Disability/Postmodernity”, Continuum, London Crowther, J., Martin, I., & Shaw, M. (2000) “Turning the Discourse” in Thompson, J. “Stretching the Academy”, NIACE, Leicester

18. SPACE Project References: Goodley, D. (1999) “Disablity Research and the Researcher Template: Reflections on Grounded Subjectivity in Ethnographic Research”, Qualitative Inquiry 5 (1) 24-26 Stuart, M. (2002) “Collaborating for Change?”, NIACE, Leicester