Inclusive assessment at point-of-design

Abstract

Recognising assessment as a driver for learning and a key part of the student learning experience, this case study considers the impact of opening the assessment process to active student engagement as well as placing inclusivity at the heart of the assessment task at point-of-design. This case study presents an approach to assessment that both embeds optionality and develops pedagogical practice in inclusive assessment. This research, grounded in teaching practises, enables the creation of recommendations for continued development towards inclusivity in assessment practice.

Keywords:

• inclusive assessment
• optionality
• student engagement
• performance training

Acknowledgements

Research conducted through the Teaching Quality Enhancement Fund, administered through the Central School of Speech and Drama. Support for the project was received from the Student Support Services and the Research Office. Our thanks to Caitlin Adams from the Research Office for her great support.

Notes

1. HESA puts the figure for CSSD first years (undergraduate) with specific learning differences at 20%: heidi.hesa.ac.uk 2008/2009 stats (accessed 10 December 2010), in comparison, the national population with specific learning differences is said to be 10–4% severe: British Dyslexia Association (http://www.bdadyslexia.org.uk/about-us.html; accessed 10 December 2010).

2. Note that throughout this case study, the term specific learning differences is used and is deemed to include a spectrum of specific learning difficulties such as dyslexia, dyspraxia, ADD, etc.

3. By ticking one of these options: moderately agree, agree or strongly agree.

4. See InCurriculum, Norwich University College of Arts, University of Westminster, De Montfort University-funded collaborative project.