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Pros: student learning, no student left behind, Cons: complex to conceive and implement

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Pros: student learning, no student left behind, Cons: complex to conceive and implement

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Accessibility in terms of mode of delivery of assessment
Fair for all

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Assessment that removes noise related to characteristics that aren’t what’s being assessed

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Equity, accommodating diverse needs, representative of a range of contexts, characteristics 

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Equity, accommodating diverse needs, representative of a range of contexts, characteristics 

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Equitable assessment to meet the differing needs of people

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Equitable assessment to meet the differing needs of people

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Giving students opportunities to develop and to show their skills

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Fair, but not biased to a specific minority group

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Fair, but not biased to a specific minority group

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Make sure student identities are represented in assessment 

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Make sure student identities are represented in assessment 

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Universal design

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Designed to be equitable for all without special adjustments being needed

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Everyone get the marks that are appropriate and acceptable and meet their own and faculty’s standards

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Assessments that are fair for all students

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Making sure students with diverse learning needs have a fair assessment

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Making sure students with diverse learning needs have a fair assessment

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Students are assessed by a range of assessors - not just the people who look and sound like they do (VG)

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1. Human Resource
2. Time shortage
3. Lack of recognition
4. No initiative from institutes

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Learning through the assessment

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not all students will engage with a formative assessment, but you need to decide whether that is ok ie what are you trying to achieve in design approach etc

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Pros: Fair, complete, opportunity to all
Cons: Difficult to implement, cumbersome

By Siddharth

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Find the common ground/expectations for staff and students to work together so that the benefits to both parties are transparent

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Find the common ground/expectations for staff and students to work together so that the benefits to both parties are transparent

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So that it is less them and us and more about together.

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Formative stuff is wonderful, but very resource intensive. For students and for staff... *especially*when you have big class sizes - does not scale well.

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We are also using peer review for formative assessments and it is a very powerful learning tool

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Research suggests that more opportunities for formative assessment helps to reduce the awarding gap for particular student groups

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Diversity of assessment does still need to be well thought through with hopefully student input - novel assessments are scary for students so structuring support and confidence in any assessment is key

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incorporate students in the design and marking criteria for courses

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Enabler -  adding question to teaching boards to examine inclusivity regularly. 

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Enabler -  adding question to teaching boards to examine inclusivity regularly. 

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Assessment options for individual students to choose

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Assessment options for individual students to choose

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Talking to students more so they have a clearer idea from the outset (also so we have a clearer idea of the barriers for them!).  What are the underlying problems  in terms of different experiences?  For example many students may not have had this type of experience before (transition - students from non traditional backgrounds etc) 

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Talking to students more so they have a clearer idea from the outset (also so we have a clearer idea of the barriers for them!).  What are the underlying problems  in terms of different experiences?  For example many students may not have had this type of experience before (transition - students from non traditional backgrounds etc) 

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matching assessment with what future employers will expect - need to ensure this isn't lost

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matching assessment with what future employers will expect - need to ensure this isn't lost

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Workload and effort for staff - multiple modes of assessment; careful scaffolding; feedback etc.

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Workload and effort for staff - multiple modes of assessment; careful scaffolding; feedback etc.

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Guidance on weighting of alternative modes of assessment

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Guidance on weighting of alternative modes of assessment

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need to think at programme level not just unit level - are we assessing the content or the report style. Can we give an option?

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need to think at programme level not just unit level - are we assessing the content or the report style. Can we give an option?

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Con - standardising marking if submitting diff assignments

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Con - standardising marking if submitting diff assignments

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Mixture of methods
For programmes governed by regulated bodies - it is advocating and pushing upwards to ask them to be more inclusive in terms of what they expect. We have to align what we do with hte governing body so it is also about trying to encourage this to be reflected

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Options to collate a range of best assignments which could be tailored to each student

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Consider Group presentations rather than individual

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Consider Group presentations rather than individual

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Huge advantage is that it allows learners to achieve and should take out the barriers  

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Huge advantage is that it allows learners to achieve and should take out the barriers  

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Breaking down the cultural barriers so there is greater understanding

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Breaking down the cultural barriers so there is greater understanding

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Support to colleagues. - so not reinventing the wheel

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Support to colleagues. - so not reinventing the wheel

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Sharing good examples and best practice.

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Student support systems to let students feel comfortable in sharing their own experiences

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Student support systems to let students feel comfortable in sharing their own experiences

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Ensure it is fair and consistent if we choice of assessment

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Being aware of the differences in student cohorts

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Being aware of the differences in student cohorts

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Marking participation - can skew results 

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Marking participation - can skew results 

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Discussed tension between assessment that is fully inclusive and puts students at the forefront and ensuring the assessment meets the needs of the qual? 

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Discussed tension between assessment that is fully inclusive and puts students at the forefront and ensuring the assessment meets the needs of the qual? 

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Discussed also the challenges of remote exams and we have to know that students are able to do this but what about students who cannot be fixed on a screen (ie need breaks etc).  So getting that balance is tricky . How can we achieve this?

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Consider not everyone has done A-levels - WP routes, international students etc.

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Consider not everyone has done A-levels - WP routes, international students etc.

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time required to properly prepare assessments and to ensure it meets acreditation requirements

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time required to properly prepare assessments and to ensure it meets acreditation requirements

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communicating clearly the expectations to students and avoiding inducing anxiety by adding flexibility

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So it is a level playing field for all students

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Also if you have case studies for example

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Also if you have case studies for example

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Doesn't rely on factors not being directly assessed

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Assessement for everyone where no adjustments need to be made. 

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Assessement for everyone where no adjustments need to be made. 

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Aware of people's differences in speaking, thinking, learning and workview

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Aware of people's differences in speaking, thinking, learning and workview

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Assessment which allows all students to demonstrate their abilities.

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Enables everybody to perform to the best of their ability

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assessment that is accessible to all - that doesn't disadvantage a particular group. 

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assessment that is accessible to all - that doesn't disadvantage a particular group. 

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An assessment that recognises barriers to attainment and seeks to enable strong performance from all students, regardless of background

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Questions and materials are accessible to e.g. deaf/blind students

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Questions and materials are accessible to e.g. deaf/blind students

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Equal opportunity for all students to progress regardless of their upbringing/cultures/backgrounds

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It may be hard to standardise