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Quality Code - QAA guidance for Inclusive Assessment

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Quality Code - QAA guidance for Inclusive Assessment

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This Theme sets out the guiding principles which underpin assessment, offering practical advice and useful resources. Assessment is a fundamental aspect of the student experience. Students learn from assessment activities, interact with staff and peers, and gain feedback on their progress and performance. Assessment enables them to reflect and continually build on their learning.

Author:

QAA

Format:

PDF

Size:

1.64 MB

Expectations and Practices for Assessment

Guiding Principles

1. Assessment methods and criteria are aligned to learning outcomes and teaching activities.

2. Assessment is reliable, consistent, fair and valid.

3. Assessment design is approached holistically.

4. Assessment is inclusive and equitable.

5. Assessment is explicit and transparent.

6. Assessment and feedback is purposeful and supports the learning process.

7. Assessment is timely.

8. Assessment is efficient and manageable.

9. Students are supported and prepared for assessment.

10. Assessment encourages academic integrity.

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This Theme sets out the guiding principles which underpin assessment, offering practical advice and useful resources. Assessment is a fundamental aspect of the student experience. Students learn from assessment activities, interact with staff and peers, and gain feedback on their progress and performance. Assessment enables them to reflect and continually build on their learning.

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diversity and inclusion at the university of reading

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The University of Reading is a global university that enjoys a world-class reputation for teaching, research and enterprise.

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Inclusive curriculum programme checklist Feb 2018

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Includes info and links on enhancing the accessibility of L&T resources

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HEFCE Causes of differences in student outcomes

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HEFCE Causes of differences in student outcomes

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Report covers the complex factors that cause student disparities - it also provides case studies on inclusive T&L and assessment

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HEFCE2015_cause of differences in student outcomes

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Advance HE is conducting a survey of HE staff exploring the impact of Covid-19 responses and the shift to remote working. The survey hopes to identify the ways in which institutions have supported their staff, and the opportunities or barriers that the shift to remote working have presented.

The survey is open until 18 November and should take no longer than 15 minutes to complete. Results will be presented at our Women in HE conference on 25 February 2021.

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Advance HE is conducting a survey of HE staff exploring the impact of Covid-19 responses and the shift to remote working. The survey hopes to identify the ways in which institutions have supported their staff, and the opportunities or barriers that the shift to remote working have presented.

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Search for access and participation plans - Office for Students

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Find an access and participation plan or access agreement

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Inclusive assessment guide, offers practical advice and contains case studies

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Contains tips for inclusive L&T including on supporting student transition

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Covers inclusive practice, inclusive curriculum design and delivery, resources, Student Engagement, Audit tool

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The University of Reading is a global university that enjoys a world-class reputation for teaching, research and enterprise.

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UoR Guide to Inclusive Practice in Teaching and Learning, Assessment and Admissions

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UoR Guide to Inclusive Practice in Teaching and Learning, Assessment and Admissions

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Covers The Equality Act 2010, provides a definition of disability (encompasses physical and mental impairments, students with debilitating medical conditions and learning difficulties), role of DAS, what students can legitimately expect and which we are legally obliged to provide, Induction, Curriculum design (prog handbk), lectures, ATS, Group work and Presentations, Field Trips, Work Placements and Study Abroad, Labs and practical sessions, Exams and Assessment - differential marking arrangements,

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UoR, Policy on Inclusive Practice in Teaching and Learning 

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UoR, Policy on Inclusive Practice in Teaching and Learning 

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Covers teaching and learning materials and practice: Curriculum design, preparation of learning materials, teaching delivery and student empowerment.

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UoR, Assessment Handbook, Section 7: Examination and Assessment Arrangements for Students with Specific Needs

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UoR, Assessment Handbook, Section 7: Examination and Assessment Arrangements for Students with Specific Needs

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Covers:
The role of School Disability Representative (SDR)
Special Exam Arrangements: Setting special arrangements for students who are ill, have specific learning difficulties, have physical difficulties, require use of a computer, require use of an amanuensis, suffer from exam anxiety/stress, who cannot sit papers on a specific day and who cannot sit papers of more than three hours
Special Coursework Arrangements for students with Specific Learning Difficulties or other disorder of written communication