Innovative and Inclusive Assessment Examples

Dr Geraldine O’NeillUCD Centre for Teaching and

Learning

What is Inclusive

Assessment?

Thinking about assessment and the students differently.

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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)

Inclusive Assessment

Disabled Students All Students

Contingency Approach

“special arrangements” such as extra time, own room, etc.) which is essentially a form of assimilationinto an existing system

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

SPACE Project: http://www.plymouth.ac.uk/files/extranet/docs/SWA/1.%20Introduction.pdf

Innovation

Inclusive approach (e.g., a flexible range of assessment modes made available to all) capable of assessing the same learning outcomes indifferent ways.

Systematic Innovation and Choice for all

Some innovative assessments examples

(Nightingale et al, 1996; O’Neill, Huntley-Moore, Race, 2007)

Thinking critically making judgements

Critical Incident analysisCritical evaluation of research literatureCritique of current concernReflective Journal writing (Case No 11)

Performing procedures

Use of computer softwareUsing videoObjective Structured Clinical AssessmentMastery AssessmentSelf paced assessment of lab skills

Solving problems/developing plans

Modified essay question SimulationGroup Poster (Case No 18) Objective Structured Clinical Assessment

Managing/developing oneself

Learning ContractsThe Triple Jump PortfoliosSelf Assessment (Case No 24) AutobiographyReflective JournalsPeer Assessment (Case No 13) Group/Individual ProjectsPeer Tutoring

Some innovative assessments examples (Nightingale et al, 1996; O’Neill, Huntley-Moore, Race, 2007)

Demonstrating knowledge/understanding

Modified Tutorial QuestionDiagram SheetsProject Report/ EssayMultiple Choice QuestionsTest and Quizzes (Case No 21) Practical ExamsIn-class mini-tests (Case No 9)

Designing/creating

Design ProjectsGroup ProjectsAuthentic tasks (Case No 1) Participation in competitionDesign and Build projectLearning ContractsPortfolios

Accessing/managing information

Library Research assignment (Case No 3) Self Assessment ScheduleDeveloping a Data BasePeer assessmentDesign a web page

Communicating

ChecklistSelf EvaluationPortfolioOn-line discussion (Case No 2)Assessing Class ParticipationAssessing a Formal PresentationPostersPublic Displays

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

Learning Outcomes

Assessment Criteria

OR

OR

MODULE ASSESSMENT CHOICE

An Example: University of Plymouth (Eastbrook, Parker & Waterfield, 2005: SPACE project:

http://www.engsc.ac.uk/downloads/pdfs/Resource/assessmentchoice.pdf)

Module: Behaviour of Structures(School of Engineering)(n= 146 students, 14 disabled

students)

Assessment Criteria

End of Module Test

or

Coursework

or

Portfolio or

Weekly test

MODULE ASSESSMENT CHOICE

Move, not just to innovative, but to inclusive assessment

ReferencesBarton, 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: YorkHeywood, 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

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