Schools communicate clear assessment policies that define fairness, inclusivity, and transparency for all students.

Staff receive ongoing professional development to apply assessment criteria consistently, including Universal Design for Learning (UDL).

Standardized rubrics ensure consistent application of assessments across all students.

Annual moderation sessions to review and compare assessments to ensure consistency in grading

Schools collect and analyze data from assessments (e.g., standard scores, performance tracking) to identify trends in student achievement and learning needs.

Use data to inform differentiated assessment arrangements that cater to students’ needs.

Students performance data, learning plans, and accommodations used to tailor assessment methods to their specific needs.

Ongoing monitoring of students progress to determine whether the inclusive assessment arrangements are meeting the intended objectives.

Identify students who require additional support, based on IEPs, recommendations from teachers, or psycho-educational assessments.

Based on the identified needs, schools can provide flexible and customized accommodations that tailor to each student, e.g. such as extra time, alternate formats for assessment (e.g., oral vs. written)

School needs to ensure collaboration between teachers, learning support staff, and administrators, as well as clear communication with students, parents, and teachers regarding the specifics of these arrangements.

Scheduling of assessments should account for students requiring extra time or alternate locations

Early identification of students with access requirements at the beginning of the academic year or term to ensure there is time to arrange appropriate accommodations

Assessments should be inclusive through design (e.g. offering multiple ways to demonstrate knowledge)

Different types of accommodations will ensure students can fully participate.

Collaboration with specialists to ensure that the assessment arrangements are appropriate and provide the maximum benefit to each student.

After each assessment, gather feedback from both students and teachers to evaluate how effective the inclusive arrangements were.

Use feedback to make real-time adjustments and continuously improve the process.

Assessment arrangements are reviewed regularly to ensure they remain relevant to students’ evolving needs.

Schools track student performance to assess whether the inclusive assessment arrangements are improving outcomes.

Use data to adjust accommodations when necessary.