Promoting potential through purposeful inclusive assessment for distance learners

Abstract

The number of students with disabilities, which covers a range of conditions including physical and cognitive impairments, is on the rise. Further and higher education institutions are obliged to ensure that teaching and assessment is inclusive. This is particularly pertinent since the pandemic as many students have missed social opportunities that may have offered academic capital. We conducted a systematic review of relevant United Kingdom literature on how assessment for distance education in further education and higher education can be made inclusive in practical and purposeful ways. Assessment is the fundamental way that we measure students’ understanding and progress; it is only through demonstrating knowledge against the set criteria and learning outcomes that students can pass assessments and earn credits toward completion of their degree. We found three key themes in promoting student potential: (a) purposeful and accessible feedback, (b) online group work opportunities, (c) student agency over assessment format.

Keywords:

• assessment
• feedback
• inclusion
• further education
• higher education
• communities of practice

Additional information

Notes on contributors

Poppy Gibson

Poppy Gibson is a senior lecturer in education at Anglia Ruskin University, as well primary education studies accelerated blended course lead and senior lecturer in primary education. Poppy’s key research interests are around mental health and well-being.

Rebecca Clarkson

Rebecca Clarkson is a senior lecturer in education at Anglia Ruskin University. Rebecca teaches on the education undergraduate and postgraduate courses. Her main research interests are teaching and assessment practices in primary literacy.

Mike Scott

Mike Scott is a higher education study skills tutor and mentor, working specifically with students with autism spectrum disorder. Mike is currently working toward a doctorate of education at Bournemouth University.