Structure of the short courses
Course Guide
Index
Introduction of Module
Supporting materials
Preliminary Assessment
Resources
Learning materials
Glossary
Unit 3.1
Inclusive Assessment Literacy
Case Study
Unit 3.2
Inclusive Diagnostic Assessment
Unit 3.3
Inclusive Formative Assessment & Feedback
Summary of Module
(with peer & self-assessment)
Unit 3.4
Inclusive Summative Assessment
Final Quiz - Survey - Badge
Inclusive Assessment Practices
In this module, you will learn why and how to apply inclusive assessment in your course to evaluate student learning in ways that are fair, unbiased, and considerate of the diverse needs, backgrounds, and abilities of all learners.
This module provides insights into the following key issues:
What is an inclusive assessment?
Why is an inclusive assessment important?
Critical understanding of different forms of inclusive assessment
Keywords: Formative Assessment, Summative Assessment, Diagnostic Assessment, Universal Design for Learning (UDL), assessment literacy, UDL, Peer assessment, feedback, evaluation
Self-reflection
Assessment Tool
Statements
Assess yourself along the PROFFORMANCE Assessment tool statements INCL TA3 - Competences on inclusive course design
Assess your competence in inclusive assessment by the PROFFORMANCE Assessment Tool.
What is your experience
Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.
This is a paragraph of text waiting to be awesome content
I adapt methods of formative and summative assessment to to allow all students to demonstrate their progress towards learning outcomes.
Assess yourself
Hint
I use peer and self-assessment to involve students actively and provide continuous feedback.
Assess yourself
Hint
I ensure students understand assessment expectations, criteria, and processes to build their assessment literacy.
Assess yourself
Hint
This is a paragraph of text waiting to be awesome content
UNIT 3.1
Inclusive Assessment Literacy
Assessment literacy refers to the knowledge and skills needed to design, implement, interpret, and use assessments effectively. This includes understanding different types of assessments, such as formative, summative, diagnostic, benchmark assessments, and knowing how to align them with learning objectives and standards. Teachers should be able to critically and meaningfully interpret assessment data from a variety of sources and for different purposes.
The key components and aspects of assessment literacy are shown in Figure 3 and Figure 4.
UNIT 3.1
Student assessment literacy refers to students' perception, attitude and contextualized knowledge and skills in developing strategies to actively engage in assessment, monitor their learning, engage in reflective practice, and develop effective skills to improve their learning and performance outcomes.
Smith et al. (2011) conceptualized student assessment literacy in three dimensions – students need to:
understand the purpose of assessment and how it connects with their learning trajectory;
be aware of the processes of assessment and how they might affect students’ capacity to submit the assessment; and
be able to judge their own work and how to improve.
According to Hannigan et al. (2022), indicators of student assessment literacy can be grouped into six domains.
UNIT 3.1
Additionally, developing students’ assessment literacy includes acquiring skills in peer and self-assessment and engaging in metacognition - conscious reflection on assessment techniques and methods. The challenge is to personalize learning so that students see its relevance to their own development. In the context of inclusion, assessment literacy refers to the understanding and application of principles and practices that ensure assessments are fair, valid, reliable, and accessible to all students, including those with diverse learning needs. Key components include:
Reliability
Understanding diverse needs
Validity and fairness
Accessibility
Data interpretation and use
Professional development
Ethical and legal considerations
Please find the right suggestions that fit to these key components.
UNIT 3.1
Exercise
Drag and drop the descriptions to the correct principle.
Practicality
Reliability
Fairness
Validity
The consistency of assessment results across different instances.
EXCELLENT
The degree to which an assessment measures what it is intended to measure.
Ensuring all students have an equal opportunity to demonstrate their abilities.
The feasibility of administering and scoring an assessment.
Verification
UNIT 3.1
Exercises
9.
1.
8.
2.
3.
7.
5.
6.
4.
UNIT 3.1
Conclusions
You have learned how inclusive assessment literacy empowers educators and students by ensuring assessments are fair, valid, reliable, and accessible. This includes recognizing diverse needs, designing equitable assessments, and fostering student engagement through self- and peer-assessment.
By applying these principles, you create a more inclusive learning environment where all students can succeed.
Pathways to Success in Higher Education:
UNIT 3.2
Inclusive Diagnostic Assessment
Diagnostic assessments, usually taken at the beginning of a course or topic, are evidence gathering procedures that measure students’ specific skills, needs, and/or assets to provide teachers with immediate, actionable, and specific information to support and progress learning for individual students. In higher education, when this assessment is aimed at supporting the inclusion process, a comprehensive and nuanced approach is required. Diagnostic assessments ensure that all students, regardless of their backgrounds, abilities, or challenges, receive the support necessary to succeed in a diverse and inclusive academic environment.
Here are the key components and strategies involved
UNIT 3.2
Inclusive Diagnostic Assessment
key components and strategies
Initial needs assessment
Use of technology
Inclusive assessment practices
Data-driven decision making
Support services and accommodations
Ethical considerations
Student engagement and self-advocacy
Continuous improvement
UNIT 3.2
Here are some common forms of diagnostic assessments, adapted to be more inclusive:
Ensure pre-tests are accessible to all students, including those with disabilities. Provide accommodations such as extended time or alternative formats if needed.
Use clear, simple language and offer multiple ways for students to respond (e.g., verbally, in writing, or through assistive technology).
Tailor questions to each student’s level and provide a comfortable environment for students to express their understanding without pressure.
Make checklists clear and concise, and consider using visual aids or other supports for students who need them.
Skills checklists
Diagnostic interviews
Surveys and questionnaires
Pre-tests
more cards
UNIT 3.2
Here are some common forms of diagnostic assessments, adapted to be more inclusive:
Provide guidance on how to self-assess effectively and offer different formats to cater to varied learning styles and abilities.
Allow students to create concept maps using digital tools or paper, and provide templates or examples to support students who may struggle with this format.
Offer prompts that are inclusive of different cultural backgrounds and experiences. Allow alternative formats such as audio recordings for students with writing difficulties.
Use texts that reflect diverse cultures and experiences, and provide options for students who may need support with reading.
Reading inventories
Writing samples
Self-assessments
Concept maps
more cards
UNIT 3.2
Here are some common forms of diagnostic assessments, adapted to be more inclusive:
Be aware of cultural differences and potential biases when observing students. Ensure observations are conducted in a variety of settings to get a full picture of the student’s abilities.
Ensure tests are free from cultural bias and provide accommodations as needed, such as text-to-speech software or breaks during testing.
Encourage students to express their thoughts and reflections in the format that suits them best, whether through writing, drawing, or using digital media.
Allow students to include a variety of work that showcases their strengths and learning progress, and provide opportunities for self-reflection and goal setting.
Standardized diagnostic tests
Portfolio assessments
Learning journals
Observation
UNIT 3.2
their ability to inform course development (you can visit the INCL TА1 course). These assessments enable educators to tailor course content, activities, learning/teaching materials, equipment and space to address specific needs of all students (you can visit the INCL TА2 course). This targeted approach eliminates time wasted on repetitive material and ensures that adapted instruction focuses on knowledge and skills that students need to master.
One of the primary benefits of diagnostic assessments lies in
its ability to serve as a valuable baseline for monitoring student progress. By establishing a starting point of existing knowledge and skills, educators can track learning gains over time, providing students with concrete, specific support. This continuous feedback loop allows for timely adjustments and ensures that instruction remains responsive to students’ needs.
The importance of diagnostic assessment within an inclusive approach lies in
UNIT 3.2
Exercise
UNIT 3.2
Exercise
Drag each statement as a benefit of diagnostic assessment or drawback to the appropriate column.
Potential data privacy issues.
Benefits
Drawbacks
Data-driven insights.
Personalized learning experience.
Higher implementation costs.
Improved student support.
EXCELLENT
Technological barriers.
Inclusive and fair assessments.
Verification
Solutions
Need for continuous staff training.
UNIT 3.2
Exercise
Drag each statement to the correct focus area.
Implementing adaptive assessment tools
Offering extended test time for students with disabilities
Designing assessments that are culturally sensitive
Reviewing transcripts and test scores
Ensuring confidentiality of assessment data
Initial needs assessment
Use of technology
Support services and accommodations
Focus areas Statements
Ethical considerations
Inclusive assessment practices
EXCELLENT
Verification
Solutions
UNIT 3.2
Exercises
1.
7.
2.
6.
3.
5.
4.
UNIT 3.2
Conclusions
You have learned that diagnostic assessment helps identify students’ skills, needs, and strengths at the start of a course to provide targeted support.
Inclusive diagnostic assessments use diverse methods, such as adaptive tools, culturally responsive approaches, and assistive technologies, to ensure fairness and accessibility.
By integrating these practices, educators can create a more equitable learning environment and support student success from the outset.
Pathways to Success in Higher Education:
UNIT 3.2
Formative assessment
Formative assessments are ongoing evaluations designed to provide immediate feedback to students and teachers about learning progress. Their primary purpose is to enhance learning by identifying strengths and areas for improvement, thus guiding future instruction. The benefits of formative assessment are manifold:
Student engagement
Feedback loop
Personalized learning
Strategies for inclusive formative assessment
UNIT 3.3
Strategies for inclusive formative assessment
Universal Design for Learning (UDL)
Differentiated assessment methods
Technology integration
Culturally responsive assessment
UNIT 3.3
Steps to planning inclusive formative assessments
UNIT 3.3
Creating an inclusive classroom environment
visit the INCL TА2 course for detailed guidance. A student-centered approach should involve all students in the assessment process and decision-making. Regularly seeking feedback and making adjustments as needed is crucial for continuous improvement.
To create an inclusive classroom environment, you can
use rubrics with clearly stated criteria for success and to offer constructive and actionable feedback. Engaging students through technology, such as online polls and discussion forums, can also enhance the inclusivity and effectiveness of formative assessments.
In these activities, it is important to
refer to the DIGIT TА1-TА3 courses. These provide additional insights and tools to support the implementation of inclusive formative assessments in higher education.
For more detailed resources and practical applications, you can
UNIT 3.3
Inclusive peer-assessment
Inclusive peer-assessment ensures that all students, regardless of background, abilities, or learning styles, can participate and benefit from the peer-assessment process.
The internet provides a wide array of templates for peer assessment:
These benefits are:
Diverse perspectives:
Engagement and ownership
Social skills
Critical thinking
Challenges of peer assessment
UNIT 3.3
Challenges of peer assessment
Addressing anxiety and building confidence among students to assess and be assessed by peers.
Providing adequate training and support to students to conduct peer assessments effectively.
Training and support
Anxiety and confidence
Bias and fairness
Ensuring fairness and reducing bias in peer assessments.
UNIT 3.3
Strategies for implementation of peer assessment
Scaffolding
Anonymity
Training sessions
Clear criteria
Inclusivity considerations of peer assessment
Diverse learning needs
Cultural sensitivity
Accessibility
Equity
Feedback and reflection of peer assessment
UNIT 3.3
Technology integration in self-assessment
Feedback and Reflection
Interactive elements
Feedback integration
Self-reflection
Digital tools
Action plans:
Evaluation and adjustment of self-assessment
UNIT 3.3
Evaluation and adjustment of self-assessment
Iterative improvements
Student feedback
Continuous monitoring
Promoting a growth mindset
Positive reinforcement
Encourage growth
UNIT 3.3
Exercises
9.
1.
2.
8.
3.
7.
4.
6.
5.
UNIT 3.3
Conclusions
You have learned that formative assessment is an ongoing process designed to provide immediate feedback and support learning.
Inclusive formative assessment ensures that all students, regardless of background or ability, can actively engage by using diverse methods such as Universal Design for Learning (UDL), culturally responsive strategies, and technology integration.
Additionally, peer and self-assessment foster student ownership, critical thinking, and equity, creating a more supportive and accessible learning environment.
UNIT 3.4
Equity in evaluation: Transforming summative assessments for inclusive higher education
Inclusive summative assessment in higher education aims to evaluate student learning in a way that is fair, equitable, and accessible to all students.
To create a more inclusive summative assessment environment that supports the diverse needs of all students, the following should be enabled:
Equity and fairness
Transparency
Accessibility
Flexibility
Reflective practice
Student involvement
Continuous improvement
Universal design for learning (UDL)
10
Legal and institutional policies
Feedback
UNIT 3.4
Exercises
1.
6.
2.
5.
3.
4.
UNIT 3.4
Conclusions
You have learned that inclusive summative assessment ensures fairness, equity, and accessibility for all students, taking into account diverse needs such as cultural backgrounds, language proficiency, and learning styles.
To achieve this, assessment methods should be flexible, transparent, and involve student input, while also providing clear criteria and timely, constructive feedback.
CASE STUDy
As inspiration for the development of assessment literacy of your students within your courses, you can consider the case study Developing Assessment Literacy and Engagement in Stage One BSc Computing Students at the following address:
Exercises
CASE STUDy - exercises
1.
6.
2.
5.
4.
3.
Summary of Module
This module introduces the concept of inclusive assessment and the principles that ensure fairness, accessibility, and belonging. It outlines how different assessment types can be adapted to diverse student needs and why inclusive practices matter for educational equity. In its entirety, the module offers a balanced perspective on designing assessments that recognise and support learner diversity.
GLOSSARY
Inclusive assessment is an approach to evaluation that ensures all students, regardless of their backgrounds, abilities, or needs, are provided with equitable opportunities to demonstrate their learning through diverse and accessible assessment methods.
Reliable assessment refers to the consistency and dependability of assessment results, ensuring that the outcomes accurately reflect students' knowledge, skills, or abilities without undue variability.
Assessment literacy is the understanding and skill set needed to design, implement, interpret, and utilize assessments effectively to support student learning and educational decision-making.
Assessment literacy
Inclusive assessment
Reliable assessment
more cards
GLOSSARY
Formative assessment is an ongoing process that involves the use of various methods and tools by educators to gather evidence of students' learning progress, providing timely and actionable feedback to students to enhance their understanding and skills, and to inform instructional adjustments to better meet students' learning needs.
Diagnostic assessment refers to the process of evaluating students' existing knowledge, skills, strengths, weaknesses, and learning needs before instruction begins to inform teachers about students' prior knowledge and misconceptions, guiding planning and tailoring instruction to meet individual learning needs.
Valid assessment refers to the extent to which an assessment accurately measures what it is intended to measure.
Diagnostic assessment
Formative assessment
Valid assessment
more cards
GLOSSARY
... is a periodic evaluation conducted at specific points during the academic year to measure students' progress toward achieving established standards or learning objectives, enabling educators to identify trends, inform instructional practices, and make data-driven decisions to support student learning and curriculum effectiveness.
Performance-based assessment (PBA) is a form of evaluation that requires students to demonstrate their knowledge, skills, and abilities through authentic tasks and real-world scenarios.
Peer assessment refers to a process where students evaluate the work, performance, or contributions of their peers based on predefined criteria.
Performance-based assessment
Peer assessment
Benchmark assessment
more cards
GLOSSARY
... refers to the process of evaluating student learning, knowledge, proficiency, or success at the conclusion of an instructional period, such as the end of a project, unit, course, semester, program, or school year. The primary goal of summative assessment is to measure the outcomes of learning against predefined standards or benchmarks.
Self-assessment refers to the process where students evaluate their own work, performance, and learning progress based on specific criteria and standards. This approach empowers students to reflect on their understanding, identify areas for improvement, and take responsibility for their own learning.
Ipsative assessment is a form of self-assessment where individuals' progress is measured against their own previous performance rather than against external standards or the performance of others.
Ipsative assessment
Summative assessment
Self-assessment
Resources
Chan, C. K. Y., and Luo, J. (2020). A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education, 46(3), 451–466. https://doi.org/10.1080/02602938.2020.1777388
Ajjawi, R., Tai, J., Boud, D. and Jorre de St Jorre,T. (Eds.)., (2023). Assessment for inclusion in higher education: promoting equity and social justice in assessment, Abingdon, Oxon; New York, NY: Routledge.
Carless, D. and Boud, D. (2018). The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment & Evaluation in Higher Education 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354.
Hannigan, C., Alonzo, D., and Oo, C. Z. (2022). Student assessment literacy: indicators and domains from the literature. Assessment in Education: Principles, Policy & Practice, 29(4), 482–504. https://doi.org/10.1080/0969594X.2022.2121911
Brown, S. (2014). Learning, Teaching and Assessment in Higher Education: Global Perspectives. Basingstoke: Palgrave Macmillan.
Resources
Seery, N., Buckley, J., Delahunty, T., and Canty, D. (2019). Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. International Journal of Technology and Design Education, 29, 701–715. https://doi.org/10.1007/s10798-018-9468-x.
Molloy, E., Boud, D. and Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. DOI: 10.1080/02602938.2019.1667955
Price, M., Rust, C., O'Donovan, B, Hindely, K., and Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford Centre for Staff and Learning Development, Oxford Brookes University.
Smith, C. D., Worsfold, K., Davies, L., Fisher, R., and McPhail, R. (2011). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy.’ Assessment & Evaluation in Higher Education, 38(1), 44–60. https://doi.org/10.1080/02602938.2011.598636
Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education, 29(4), 841–859. https://doi.org/10.1080/13562517.2021.2021395
Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Survey 1/10
Survey 2/10
Survey 3/10
Survey 4/10
Survey 5/10
Survey 6/10
Survey 7/10
Survey 8/10
Survey 9/10
Survey 10/10
Nice work! Keep learning and keep growing.
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Acknowledgements
Designing Courses for Sustainability
This module helps educators integrate sustainable development into student-centred course design. Participants will learn to apply Education for Sustainable Development (ESD) strategies, foster mindset and behaviour change, and prepare students to think critically, act responsibly, and contribute to a sustainable future in a rapidly changing world.
Start
Hint: You use structured peer-review and self-reflection exercises to encourage responsibility and deeper engagement with learning outcomes.
2. Why is an inclusive assessment important?
Learn about the significance of inclusive assessment in creating equitable learning environments, ensuring all students have an equal opportunity to demonstrate their knowledge and skills, fostering a sense of belonging, and promoting academic success for everyone.
Inclusive Assessment Practices
This module introduces the concept and practice of inclusive assessment, guiding educators in designing fair, unbiased evaluation methods that respect diverse student needs and abilities. Participants will learn what inclusive assessment means, why it matters for equity and belonging, and how to adapt different assessment types to create supportive and accessible learning environments for all students.
Start
Designing Inclusive Courses
This module supports teachers in designing inclusive courses that ensure equity, accessibility, and engagement for all learners. Participants will explore key concepts of diversity, equality, and inclusion, learn to address diverse student needs, and understand relevant European policy frameworks to create inclusive curricula that reflect social responsibility and educational fairness.
Start
Figure 3. The key components of assessment literacy
Digitally Supported Teaching and Learning
This course empowers educators to integrate digitalisation into curriculum design, teaching, learning, and assessment. Through practical strategies and hands-on exploration of digital tools, multimedia content, and online collaboration, participants will learn to promote digital literacy, critical thinking, and student engagement —preparing them to create effective, innovative, and future-ready learning environments.
Start
Diverse perspectives
Exposure to diverse perspectives enhances learning and broadens understanding.
Culturally responsive assessment
This strategy acknowledges and respects diverse cultural backgrounds by including culturally relevant content and adapting assessment methods to reflect students' cultural contexts.
- Using universal design principles to make assessments accessible to all students.
- Providing appropriate accommodations and modifications as needed, such as extended time, alternative formats, or assistive technologies.
Accessibility
- Understanding how to analyze and interpret assessment data, considering the context and individual differences.
- Using data to inform instruction and provide targeted support to students who need it.
Data interpretation and use
3. Critical understanding of different forms of inclusive assessment
Develop a critical understanding of various forms of assessment and explore how they can be adapted to meet the diverse needs of students.
Drag the following principles to their corresponding descriptions to demonstrate understanding of inclusive summative assessment strategies
Equity and Fairness
Accessibility
Flexibility
Transparency
Fosters a sense of responsibility
EXCELLENT
Clearly communicating the criteria and expectations for assessments to reduce anxiety and confusion.
Offering varied assessment methods to cater to different strengths and preferences.
Ensuring assessments do not disadvantage any group of students and considering cultural backgrounds and different learning needs.
Designing assessments that can be accessed and completed by all students, including those with disabilities.
Solutions
Use of technology
- Adaptive learning platforms: Implementing adaptive assessment tools that adjust the difficulty of questions based on student responses, providing a personalized assessment experience.
- Assistive technologies: Utilizing tools such as screen readers, speech-to-text software, and other assistive technologies to support students with disabilities during assessments.
Technology integration
Enhancing accessibility and engagement for all students can be supported by online quizzes with instant feedback, interactive learning platforms (e.g., Kahoot, Quizlet), and assistive technologies (e.g., screen readers, speech-to-text).
Assessing Learning for Sustainability
This module equips educators with strategies and tools to integrate sustainable development principles into student learning assessment. Participants will learn to design eco-friendly, sustainability-focused assessments that build transversal competences, encourage self and peer evaluation, and prepare students to address global challenges responsibly and effectively.
Start
Education for Sustainable Societal Impact
This module helps educators integrate societal impact and sustainable development into their teaching. Participants will learn to design courses that promote critical thinking, social responsibility, and environmental awareness, empowering students with the skills and values needed to drive transformative change and contribute to a more sustainable and equitable future.
Start
Digitally Supported Assessment
This module helps teachers enhance assessment practices through digital technologies. Participants will learn to design and implement digital assessments, interpret learning data, provide effective feedback, and plan follow-up actions to improve teaching and learning. It offers practical exercises, resources, and self-assessment tools applicable across all fields of study.
Start
Personalized learning
These assessments identify individual learning needs and adapt instruction accordingly, ensuring that each student receives the support they require.
Initial needs assessment
- Enrollment screening: Implementing initial assessments for all incoming students to identify potential academic and support needs.
- Prior academic records: Reviewing transcripts, standardized test scores, and previous academic performance to identify areas where students may need additional support.
Feedback loop
Feedback is paramount for successful learning. Continuous feedback allows students to improve before summative assessments, helping them to better understand and master the material. The teacher can plan formative assessment as a learning support with appropriate feedback as part of lesson planning. However, it is necessary to be ready for unplanned formative assessment during the elaboration of the lesson when it is noticed that the students are facing problems in mastering the lesson. Inclusive feedback should be three-fold: Opportunities for feedback should be provided throughout the learning cycle to develop the students’ assessment literacy.
Engagement and ownership
Encourages active participation and a sense of ownership over learning.
Designing Internationalized Courses
This module supports educators in internationalising student-centred course design by integrating global perspectives, intercultural awareness, and inclusive practices into teaching. Participants will gain knowledge of international guidelines, understand key concepts of internationalisation, explore diverse academic cultures, and learn to align their courses with global standards to enrich student learning in a connected world.
Start
Inclusive Mission and Community Engagement
This module helps educators create diverse and inclusive classrooms that prepare students to become active, responsible, and collaborative members of society. Participants will learn strategies to foster diversity competence, design inclusive learning and extracurricular activities, and facilitate value-based discussions that promote respect, engagement, and social responsibility in higher education.
Start
- Ensuring that assessments measure what they are intended to measure without bias.
- Using multiple methods and sources of evidence to get a complete picture of student learning progress.
Validity and fairness
Hint: You optimize summative assessments and increase formative assessments. You consider alternative methods (e.g., open book exams, essays). You align assessments with learning outcomes and teaching methods.
Teaching for Sustainability
This module supports educators in integrating sustainable development across teaching and learning. It focuses on applying Education for Sustainable Development (ESD) pedagogies, encouraging student-led sustainability initiatives, and adopting environmentally friendly teaching practices to strengthen sustainability mindsets and actions within higher education.
Start
Support services and accommodations
- Academic support centers: Providing resources such as tutoring, writing centers, and study skills workshops to support student learning.
- Disability services: Offering accommodations such as extended time on tests, note-taking assistance, and accessible classroom materials for students with documented disabilities.
- Counseling and mental health services: Ensuring access to mental health support, including counseling, stress management workshops, and peer support groups.
- Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.
- Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers & Education, 145, 103693.
- Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885-901.
Figure 4. The key aspects of assessment literacy (Price et al. 2012)
- Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
- Molbaek, M. (2018). Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education, 22(10), 1048-1061.
- Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2019). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. In Postsecondary Educational Opportunities for Students with Special Education Needs (pp. 90-109). Routledge.
- Beck Wells, M. (2022). Student perspectives on the use of universal design for learning in virtual formats in higher education. Smart Learning Environments, 9(1), 37.
- UDL:
Universal Design for Learning (UDL)
Applying UDL principles means providing multiple means of engagement, representation, and expression. This can be achieved by using visual, auditory, and kinesthetic learning materials, as well as flexible assessment options that cater to different learning styles.
Inclusive Teaching and Student Support
This module explores how to make teaching and learning more inclusive by promoting diversity, equity, accessibility, respect, collaboration, and empowerment. Participants will learn practical ways to adapt teaching methods, materials, and environments to remove barriers, support all learners, and build a classroom culture where every student can participate, grow, and succeed.
Start
Student engagement
Formative assessments actively involve students in the learning process, making them more engaged and invested in their education.
Drag and drop the strategies into the correct stages of implementing inclusive peer-assessment.
Gather and act on feedback
Use anonymous assessments
Provide training sessions
Establish clear assessment criteria
Encourage reflective discussions
Preparation
Execution
Follow-Up
Categories Options
EXCELLENT
Solutions
- Seery, N., Buckley, J., Delahunty, T. et al. Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. Int J Technol Des Educ 29, 701–715 (2019). https://doi.org/10.1007/s10798-018-9468-x.
- Carless, D. and Boud, D. (2018). The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment & Evaluation in Higher Education 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354.
- Molloy, E., Boud, D. and Henderson, M. (2020) Developing a learning-centred framework for feedback literacy, Assessment & Evaluation in Higher Education, 45(4), 527-540, DOI: 10.1080/02602938.2019.1667955
In this sourse you will get an overview how to....SHORT description of TA
1. What is an inclusive assessment?
You'll gain a clear understanding of inclusive assessment, exploring its definition, key principles, and how it differs from traditional assessment methods.
Social skills
Improves communication and collaboration among students.
Assessment Aligned with International Standards
This module guides educators in internationalising student learning assessment by introducing European and global assessment principles, methods, and best practices. Participants will learn to apply discipline-specific and intercultural assessment approaches that support internationalised teaching and effectively evaluate students’ global and professional competences.
Start
Critical thinking
Develops students' critical thinking and evaluative skills.
Differentiated assessment methods
This strategy involves adapting formative assessments to meet the diverse needs of students. It includes varied question types and alternative assessment formats (e.g., oral presentations, portfolios).
Data-driven decision making
- Learning analytics: Using data analytics to track student progress and identify trends or patterns that may indicate a need for intervention.
- Regular progress monitoring: Implementing ongoing formative assessments to monitor student progress and adjust instructional strategies as needed.
Acknowledgements
Professional coordinators, advisers Vilmos Vass
Szilvia Besze
Adviser
Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers
Linda Huszár
Bianka Bozzay
Authors
Silke Preymann Dragica Trivic Marina Dikovic Sandi Rizvic Reviewers
Frank Linde
Sandi Rizvic
Iniclusive assessment practises
- Universal design for learning (UDL): Applying UDL principles to ensure assessments are accessible and fair to all students, considering diverse learning styles and abilities.
- Culturally responsive assessments: Designing assessments that are culturally sensitive and relevant, avoiding bias that may disadvantage students from diverse backgrounds.
- Language proficiency tests: Assessing English language proficiency for non-native speakers to provide appropriate language support services.
Indicators of student assessment literacy grouped into six domains (Hannigan et al. (2022)
- Recognition and accommodation of different learning styles, disabilities, and cultural backgrounds.
- Ensuring inclusive assessment design from the start, considering all possible barriers and needs.
Understanding diverse needs
- Engaging in ongoing training to stay updated on best practices in inclusive assessment.
- Collaborating with colleagues to share strategies and insights.
Professional development
- Price, M., Rust, C., O'Donovan, B, Hindely, K., and Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford Centre for Staff and Learning Development, Oxford Brookes University.
- Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education, 29(4), 841–859. https://doi.org/10.1080/13562517.2021.2021395
- Smith, C. D., Worsfold, K., Davies, L., Fisher, R., and McPhail, R. (2011). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy.’ Assessment & Evaluation in Higher Education, 38(1), 44–60. https://doi.org/10.1080/02602938.2011.598636
- Hannigan, C., Alonzo, D., and Oo, C. Z. (2022). Student assessment literacy: indicators and domains from the literature. Assessment in Education: Principles, Policy & Practice, 29(4), 482–504. https://doi.org/10.1080/0969594X.2022.2121911
- Chan, C. K. Y., and Luo, J. (2020). A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education, 46(3), 451–466. https://doi.org/10.1080/02602938.2020.1777388.
- Brown, S. (2014). Learning, Teaching and Assessment in Higher Education: Global Perspectives. Basingstoke: Palgrave Macmillan.
Ethical considerations
- Confidentiality: Ensuring that all assessment data is kept confidential and used only for the purpose of improving student outcomes.
- Fairness and equity: Committing to fairness and equity in all assessment practices, ensuring that no student is disadvantaged due to their background or abilities.
Self-reflection
- How can I integrate the principles of Universal Design for Learning (UDL) and differentiated instruction into my assessments to ensure all students have an equal opportunity to succeed?
- In what ways do my current assessment methods include or exclude various student needs, and how can I make them more inclusive?
- How can I modify each type of assessment to better address and support the diverse needs of my students?
- Have I noticed any specific instances where my assessment practices might unintentionally disadvantage certain groups of students, and what can I learn from these observations?
- What criteria and methods will I use to evaluate the effectiveness of my inclusive assessment practices, and how will I know they are working?
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
- Multiple Means of Representation
- Multiple Means of Action and Expression
- Multiple Means of Engagement
- Student Performance Data
- Student Feedback
- Peer Review
- Reflective Practice
- Scaffolded Assessments
- Choice in Assessment:
- Clear Rubrics
- Diverse Assessment Formats
- Flexible Deadlines
- Anonymous Grading
- Collect Feedback
- Reflect on Bias
- Case Studies
International Collaboration for Societal Impact
This module supports educators in strengthening the international impact and societal mission of higher education. Participants will learn how to engage in international professional networks, research, and publishing, secure funding, enhance academic visibility, and motivate students to participate in global activities and mobility, while developing joint international educational programmes that foster collaboration and global engagement.
Start
- Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
- Molbaek, M. (2018). Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education, 22(10), 1048-1061.
- Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2019). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. In Postsecondary Educational Opportunities for Students with Special Education Needs (pp. 90-109). Routledge.
- Beck Wells, M. (2022). Student perspectives on the use of universal design for learning in virtual formats in higher education. Smart Learning Environments, 9(1), 37.
- UDL:
- Being aware of and adhering to legal requirements and ethical guidelines related to assessment and inclusion.
- Ensuring confidentiality and respectful treatment of all students' assessment data.
Ethical and legal considerations
Teaching for International Learning Environments
This module enhances educators’ ability to teach and support diverse, international, and multilingual student groups. Participants will explore innovative teaching methods, learn to create inclusive and globally connected learning environments, and develop strategies for teaching and facilitating learning in English and other foreign languages to strengthen students’ international and intercultural competences.
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Digitally Supported Research and Societal Engagement
This module supports teachers in designing digitally enhanced courses that connect learning with real-world problem solving. Participants will learn to integrate digital tools that foster active learning, help students apply technological knowledge to novel situations, and use digital technologies to engage and collaborate effectively with stakeholders in teaching and learning.
Start
Hint: You clearly communicate learning outcomes, assessment criteria, and formats at the beginning of the course. You provide opportunities for students to practice and discuss assessment strategies.
- Ensuring consistent results across different administrations and different groups of students.
- Training collaborators on the course to apply scoring criteria consistently.
Reliability
Student engagement and self-advocacy
- Empowering students: Teaching students how to advocate for their own needs, including how to request accommodations and access support services.
- Feedback mechanisms: Providing opportunities for students to give feedback on their assessment experiences and the effectiveness of support services.
Continuous improvement
- Regular review and adjustment: Continuously reviewing and refining assessment practices and support services based on student outcomes and feedback.
- Research and best practices: Staying informed about the latest research and best practices in inclusive education and diagnostic assessment to ensure the highest quality of support for all students.
Drag and drop the benefits of inclusive self-assessment into the correct categories.
Learning engagement benefits
Metacognitive benefits
EXCELLENT
Enhances self-reflection skills
Fosters a sense of responsibility
Increases self-awareness
Personalized learning experiences
Solutions
Designing Digitalized Courses
This module guides teachers in designing digitally supported courses that align with students’ needs and promote active learning. Participants will learn to select and organize digital tools and resources, create content that develops students’ digital skills, and apply practical strategies, exercises, and self-assessment tools to enhance digital teaching across all fields of study.
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Transcript
Structure of the short courses
Course Guide
Index
Introduction of Module
Supporting materials
Preliminary Assessment
Resources
Learning materials
Glossary
Unit 3.1
Inclusive Assessment Literacy
Case Study
Unit 3.2
Inclusive Diagnostic Assessment
Unit 3.3
Inclusive Formative Assessment & Feedback
Summary of Module
(with peer & self-assessment)
Unit 3.4
Inclusive Summative Assessment
Final Quiz - Survey - Badge
Inclusive Assessment Practices
In this module, you will learn why and how to apply inclusive assessment in your course to evaluate student learning in ways that are fair, unbiased, and considerate of the diverse needs, backgrounds, and abilities of all learners.
This module provides insights into the following key issues:
What is an inclusive assessment?
Why is an inclusive assessment important?
Critical understanding of different forms of inclusive assessment
Keywords: Formative Assessment, Summative Assessment, Diagnostic Assessment, Universal Design for Learning (UDL), assessment literacy, UDL, Peer assessment, feedback, evaluation
Self-reflection
Assessment Tool
Statements
Assess yourself along the PROFFORMANCE Assessment tool statements INCL TA3 - Competences on inclusive course design
Assess your competence in inclusive assessment by the PROFFORMANCE Assessment Tool.
What is your experience
Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.
This is a paragraph of text waiting to be awesome content
I adapt methods of formative and summative assessment to to allow all students to demonstrate their progress towards learning outcomes.
Assess yourself
Hint
I use peer and self-assessment to involve students actively and provide continuous feedback.
Assess yourself
Hint
I ensure students understand assessment expectations, criteria, and processes to build their assessment literacy.
Assess yourself
Hint
This is a paragraph of text waiting to be awesome content
UNIT 3.1
Inclusive Assessment Literacy
Assessment literacy refers to the knowledge and skills needed to design, implement, interpret, and use assessments effectively. This includes understanding different types of assessments, such as formative, summative, diagnostic, benchmark assessments, and knowing how to align them with learning objectives and standards. Teachers should be able to critically and meaningfully interpret assessment data from a variety of sources and for different purposes.
The key components and aspects of assessment literacy are shown in Figure 3 and Figure 4.
UNIT 3.1
Student assessment literacy refers to students' perception, attitude and contextualized knowledge and skills in developing strategies to actively engage in assessment, monitor their learning, engage in reflective practice, and develop effective skills to improve their learning and performance outcomes. Smith et al. (2011) conceptualized student assessment literacy in three dimensions – students need to:
understand the purpose of assessment and how it connects with their learning trajectory;
be aware of the processes of assessment and how they might affect students’ capacity to submit the assessment; and
be able to judge their own work and how to improve.
According to Hannigan et al. (2022), indicators of student assessment literacy can be grouped into six domains.
UNIT 3.1
Additionally, developing students’ assessment literacy includes acquiring skills in peer and self-assessment and engaging in metacognition - conscious reflection on assessment techniques and methods. The challenge is to personalize learning so that students see its relevance to their own development. In the context of inclusion, assessment literacy refers to the understanding and application of principles and practices that ensure assessments are fair, valid, reliable, and accessible to all students, including those with diverse learning needs. Key components include:
Reliability
Understanding diverse needs
Validity and fairness
Accessibility
Data interpretation and use
Professional development
Ethical and legal considerations
Please find the right suggestions that fit to these key components.
UNIT 3.1
Exercise
Drag and drop the descriptions to the correct principle.
Practicality
Reliability
Fairness
Validity
The consistency of assessment results across different instances.
EXCELLENT
The degree to which an assessment measures what it is intended to measure.
Ensuring all students have an equal opportunity to demonstrate their abilities.
The feasibility of administering and scoring an assessment.
Verification
UNIT 3.1
Exercises
9.
1.
8.
2.
3.
7.
5.
6.
4.
UNIT 3.1
Conclusions
You have learned how inclusive assessment literacy empowers educators and students by ensuring assessments are fair, valid, reliable, and accessible. This includes recognizing diverse needs, designing equitable assessments, and fostering student engagement through self- and peer-assessment.
By applying these principles, you create a more inclusive learning environment where all students can succeed.
Pathways to Success in Higher Education:
UNIT 3.2
Inclusive Diagnostic Assessment
Diagnostic assessments, usually taken at the beginning of a course or topic, are evidence gathering procedures that measure students’ specific skills, needs, and/or assets to provide teachers with immediate, actionable, and specific information to support and progress learning for individual students. In higher education, when this assessment is aimed at supporting the inclusion process, a comprehensive and nuanced approach is required. Diagnostic assessments ensure that all students, regardless of their backgrounds, abilities, or challenges, receive the support necessary to succeed in a diverse and inclusive academic environment.
Here are the key components and strategies involved
UNIT 3.2
Inclusive Diagnostic Assessment
key components and strategies
Initial needs assessment
Use of technology
Inclusive assessment practices
Data-driven decision making
Support services and accommodations
Ethical considerations
Student engagement and self-advocacy
Continuous improvement
UNIT 3.2
Here are some common forms of diagnostic assessments, adapted to be more inclusive:
Ensure pre-tests are accessible to all students, including those with disabilities. Provide accommodations such as extended time or alternative formats if needed.
Use clear, simple language and offer multiple ways for students to respond (e.g., verbally, in writing, or through assistive technology).
Tailor questions to each student’s level and provide a comfortable environment for students to express their understanding without pressure.
Make checklists clear and concise, and consider using visual aids or other supports for students who need them.
Skills checklists
Diagnostic interviews
Surveys and questionnaires
Pre-tests
more cards
UNIT 3.2
Here are some common forms of diagnostic assessments, adapted to be more inclusive:
Provide guidance on how to self-assess effectively and offer different formats to cater to varied learning styles and abilities.
Allow students to create concept maps using digital tools or paper, and provide templates or examples to support students who may struggle with this format.
Offer prompts that are inclusive of different cultural backgrounds and experiences. Allow alternative formats such as audio recordings for students with writing difficulties.
Use texts that reflect diverse cultures and experiences, and provide options for students who may need support with reading.
Reading inventories
Writing samples
Self-assessments
Concept maps
more cards
UNIT 3.2
Here are some common forms of diagnostic assessments, adapted to be more inclusive:
Be aware of cultural differences and potential biases when observing students. Ensure observations are conducted in a variety of settings to get a full picture of the student’s abilities.
Ensure tests are free from cultural bias and provide accommodations as needed, such as text-to-speech software or breaks during testing.
Encourage students to express their thoughts and reflections in the format that suits them best, whether through writing, drawing, or using digital media.
Allow students to include a variety of work that showcases their strengths and learning progress, and provide opportunities for self-reflection and goal setting.
Standardized diagnostic tests
Portfolio assessments
Learning journals
Observation
UNIT 3.2
their ability to inform course development (you can visit the INCL TА1 course). These assessments enable educators to tailor course content, activities, learning/teaching materials, equipment and space to address specific needs of all students (you can visit the INCL TА2 course). This targeted approach eliminates time wasted on repetitive material and ensures that adapted instruction focuses on knowledge and skills that students need to master.
One of the primary benefits of diagnostic assessments lies in
its ability to serve as a valuable baseline for monitoring student progress. By establishing a starting point of existing knowledge and skills, educators can track learning gains over time, providing students with concrete, specific support. This continuous feedback loop allows for timely adjustments and ensures that instruction remains responsive to students’ needs.
The importance of diagnostic assessment within an inclusive approach lies in
UNIT 3.2
Exercise
UNIT 3.2
Exercise
Drag each statement as a benefit of diagnostic assessment or drawback to the appropriate column.
Potential data privacy issues.
Benefits
Drawbacks
Data-driven insights.
Personalized learning experience.
Higher implementation costs.
Improved student support.
EXCELLENT
Technological barriers.
Inclusive and fair assessments.
Verification
Solutions
Need for continuous staff training.
UNIT 3.2
Exercise
Drag each statement to the correct focus area.
Implementing adaptive assessment tools
Offering extended test time for students with disabilities
Designing assessments that are culturally sensitive
Reviewing transcripts and test scores
Ensuring confidentiality of assessment data
Initial needs assessment
Use of technology
Support services and accommodations
Focus areas Statements
Ethical considerations
Inclusive assessment practices
EXCELLENT
Verification
Solutions
UNIT 3.2
Exercises
1.
7.
2.
6.
3.
5.
4.
UNIT 3.2
Conclusions
You have learned that diagnostic assessment helps identify students’ skills, needs, and strengths at the start of a course to provide targeted support.
Inclusive diagnostic assessments use diverse methods, such as adaptive tools, culturally responsive approaches, and assistive technologies, to ensure fairness and accessibility.
By integrating these practices, educators can create a more equitable learning environment and support student success from the outset.
Pathways to Success in Higher Education:
UNIT 3.2
Formative assessment
Formative assessments are ongoing evaluations designed to provide immediate feedback to students and teachers about learning progress. Their primary purpose is to enhance learning by identifying strengths and areas for improvement, thus guiding future instruction. The benefits of formative assessment are manifold:
Student engagement
Feedback loop
Personalized learning
Strategies for inclusive formative assessment
UNIT 3.3
Strategies for inclusive formative assessment
Universal Design for Learning (UDL)
Differentiated assessment methods
Technology integration
Culturally responsive assessment
UNIT 3.3
Steps to planning inclusive formative assessments
UNIT 3.3
Creating an inclusive classroom environment
visit the INCL TА2 course for detailed guidance. A student-centered approach should involve all students in the assessment process and decision-making. Regularly seeking feedback and making adjustments as needed is crucial for continuous improvement.
To create an inclusive classroom environment, you can
use rubrics with clearly stated criteria for success and to offer constructive and actionable feedback. Engaging students through technology, such as online polls and discussion forums, can also enhance the inclusivity and effectiveness of formative assessments.
In these activities, it is important to
refer to the DIGIT TА1-TА3 courses. These provide additional insights and tools to support the implementation of inclusive formative assessments in higher education.
For more detailed resources and practical applications, you can
UNIT 3.3
Inclusive peer-assessment
Inclusive peer-assessment ensures that all students, regardless of background, abilities, or learning styles, can participate and benefit from the peer-assessment process.
The internet provides a wide array of templates for peer assessment:
These benefits are:
Diverse perspectives:
Engagement and ownership
Social skills
Critical thinking
Challenges of peer assessment
UNIT 3.3
Challenges of peer assessment
Addressing anxiety and building confidence among students to assess and be assessed by peers.
Providing adequate training and support to students to conduct peer assessments effectively.
Training and support
Anxiety and confidence
Bias and fairness
Ensuring fairness and reducing bias in peer assessments.
UNIT 3.3
Strategies for implementation of peer assessment
Scaffolding
Anonymity
Training sessions
Clear criteria
Inclusivity considerations of peer assessment
Diverse learning needs
Cultural sensitivity
Accessibility
Equity
Feedback and reflection of peer assessment
UNIT 3.3
Technology integration in self-assessment
Feedback and Reflection
Interactive elements
Feedback integration
Self-reflection
Digital tools
Action plans:
Evaluation and adjustment of self-assessment
UNIT 3.3
Evaluation and adjustment of self-assessment
Iterative improvements
Student feedback
Continuous monitoring
Promoting a growth mindset
Positive reinforcement
Encourage growth
UNIT 3.3
Exercises
9.
1.
2.
8.
3.
7.
4.
6.
5.
UNIT 3.3
Conclusions
You have learned that formative assessment is an ongoing process designed to provide immediate feedback and support learning.
Inclusive formative assessment ensures that all students, regardless of background or ability, can actively engage by using diverse methods such as Universal Design for Learning (UDL), culturally responsive strategies, and technology integration.
Additionally, peer and self-assessment foster student ownership, critical thinking, and equity, creating a more supportive and accessible learning environment.
UNIT 3.4
Equity in evaluation: Transforming summative assessments for inclusive higher education
Inclusive summative assessment in higher education aims to evaluate student learning in a way that is fair, equitable, and accessible to all students. To create a more inclusive summative assessment environment that supports the diverse needs of all students, the following should be enabled:
Equity and fairness
Transparency
Accessibility
Flexibility
Reflective practice
Student involvement
Continuous improvement
Universal design for learning (UDL)
10
Legal and institutional policies
Feedback
UNIT 3.4
Exercises
1.
6.
2.
5.
3.
4.
UNIT 3.4
Conclusions
You have learned that inclusive summative assessment ensures fairness, equity, and accessibility for all students, taking into account diverse needs such as cultural backgrounds, language proficiency, and learning styles.
To achieve this, assessment methods should be flexible, transparent, and involve student input, while also providing clear criteria and timely, constructive feedback.
CASE STUDy
As inspiration for the development of assessment literacy of your students within your courses, you can consider the case study Developing Assessment Literacy and Engagement in Stage One BSc Computing Students at the following address:
Exercises
CASE STUDy - exercises
1.
6.
2.
5.
4.
3.
Summary of Module
This module introduces the concept of inclusive assessment and the principles that ensure fairness, accessibility, and belonging. It outlines how different assessment types can be adapted to diverse student needs and why inclusive practices matter for educational equity. In its entirety, the module offers a balanced perspective on designing assessments that recognise and support learner diversity.
GLOSSARY
Inclusive assessment is an approach to evaluation that ensures all students, regardless of their backgrounds, abilities, or needs, are provided with equitable opportunities to demonstrate their learning through diverse and accessible assessment methods.
Reliable assessment refers to the consistency and dependability of assessment results, ensuring that the outcomes accurately reflect students' knowledge, skills, or abilities without undue variability.
Assessment literacy is the understanding and skill set needed to design, implement, interpret, and utilize assessments effectively to support student learning and educational decision-making.
Assessment literacy
Inclusive assessment
Reliable assessment
more cards
GLOSSARY
Formative assessment is an ongoing process that involves the use of various methods and tools by educators to gather evidence of students' learning progress, providing timely and actionable feedback to students to enhance their understanding and skills, and to inform instructional adjustments to better meet students' learning needs.
Diagnostic assessment refers to the process of evaluating students' existing knowledge, skills, strengths, weaknesses, and learning needs before instruction begins to inform teachers about students' prior knowledge and misconceptions, guiding planning and tailoring instruction to meet individual learning needs.
Valid assessment refers to the extent to which an assessment accurately measures what it is intended to measure.
Diagnostic assessment
Formative assessment
Valid assessment
more cards
GLOSSARY
... is a periodic evaluation conducted at specific points during the academic year to measure students' progress toward achieving established standards or learning objectives, enabling educators to identify trends, inform instructional practices, and make data-driven decisions to support student learning and curriculum effectiveness.
Performance-based assessment (PBA) is a form of evaluation that requires students to demonstrate their knowledge, skills, and abilities through authentic tasks and real-world scenarios.
Peer assessment refers to a process where students evaluate the work, performance, or contributions of their peers based on predefined criteria.
Performance-based assessment
Peer assessment
Benchmark assessment
more cards
GLOSSARY
... refers to the process of evaluating student learning, knowledge, proficiency, or success at the conclusion of an instructional period, such as the end of a project, unit, course, semester, program, or school year. The primary goal of summative assessment is to measure the outcomes of learning against predefined standards or benchmarks.
Self-assessment refers to the process where students evaluate their own work, performance, and learning progress based on specific criteria and standards. This approach empowers students to reflect on their understanding, identify areas for improvement, and take responsibility for their own learning.
Ipsative assessment is a form of self-assessment where individuals' progress is measured against their own previous performance rather than against external standards or the performance of others.
Ipsative assessment
Summative assessment
Self-assessment
Resources
Chan, C. K. Y., and Luo, J. (2020). A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education, 46(3), 451–466. https://doi.org/10.1080/02602938.2020.1777388
Ajjawi, R., Tai, J., Boud, D. and Jorre de St Jorre,T. (Eds.)., (2023). Assessment for inclusion in higher education: promoting equity and social justice in assessment, Abingdon, Oxon; New York, NY: Routledge.
Carless, D. and Boud, D. (2018). The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment & Evaluation in Higher Education 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354.
Hannigan, C., Alonzo, D., and Oo, C. Z. (2022). Student assessment literacy: indicators and domains from the literature. Assessment in Education: Principles, Policy & Practice, 29(4), 482–504. https://doi.org/10.1080/0969594X.2022.2121911
Brown, S. (2014). Learning, Teaching and Assessment in Higher Education: Global Perspectives. Basingstoke: Palgrave Macmillan.
Resources
Seery, N., Buckley, J., Delahunty, T., and Canty, D. (2019). Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. International Journal of Technology and Design Education, 29, 701–715. https://doi.org/10.1007/s10798-018-9468-x.
Molloy, E., Boud, D. and Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. DOI: 10.1080/02602938.2019.1667955
Price, M., Rust, C., O'Donovan, B, Hindely, K., and Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford Centre for Staff and Learning Development, Oxford Brookes University.
Smith, C. D., Worsfold, K., Davies, L., Fisher, R., and McPhail, R. (2011). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy.’ Assessment & Evaluation in Higher Education, 38(1), 44–60. https://doi.org/10.1080/02602938.2011.598636
Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education, 29(4), 841–859. https://doi.org/10.1080/13562517.2021.2021395
Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Survey 2/10
Survey 3/10
Survey 4/10
Survey 5/10
Survey 6/10
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Acknowledgements
Designing Courses for Sustainability
This module helps educators integrate sustainable development into student-centred course design. Participants will learn to apply Education for Sustainable Development (ESD) strategies, foster mindset and behaviour change, and prepare students to think critically, act responsibly, and contribute to a sustainable future in a rapidly changing world.
Start
Hint: You use structured peer-review and self-reflection exercises to encourage responsibility and deeper engagement with learning outcomes.
2. Why is an inclusive assessment important?
Learn about the significance of inclusive assessment in creating equitable learning environments, ensuring all students have an equal opportunity to demonstrate their knowledge and skills, fostering a sense of belonging, and promoting academic success for everyone.
Inclusive Assessment Practices
This module introduces the concept and practice of inclusive assessment, guiding educators in designing fair, unbiased evaluation methods that respect diverse student needs and abilities. Participants will learn what inclusive assessment means, why it matters for equity and belonging, and how to adapt different assessment types to create supportive and accessible learning environments for all students.
Start
Designing Inclusive Courses
This module supports teachers in designing inclusive courses that ensure equity, accessibility, and engagement for all learners. Participants will explore key concepts of diversity, equality, and inclusion, learn to address diverse student needs, and understand relevant European policy frameworks to create inclusive curricula that reflect social responsibility and educational fairness.
Start
Figure 3. The key components of assessment literacy
Digitally Supported Teaching and Learning
This course empowers educators to integrate digitalisation into curriculum design, teaching, learning, and assessment. Through practical strategies and hands-on exploration of digital tools, multimedia content, and online collaboration, participants will learn to promote digital literacy, critical thinking, and student engagement —preparing them to create effective, innovative, and future-ready learning environments.
Start
Diverse perspectives
Exposure to diverse perspectives enhances learning and broadens understanding.
Culturally responsive assessment
This strategy acknowledges and respects diverse cultural backgrounds by including culturally relevant content and adapting assessment methods to reflect students' cultural contexts.
Accessibility
Data interpretation and use
3. Critical understanding of different forms of inclusive assessment
Develop a critical understanding of various forms of assessment and explore how they can be adapted to meet the diverse needs of students.
Drag the following principles to their corresponding descriptions to demonstrate understanding of inclusive summative assessment strategies
Equity and Fairness
Accessibility
Flexibility
Transparency
Fosters a sense of responsibility
EXCELLENT
Clearly communicating the criteria and expectations for assessments to reduce anxiety and confusion.
Offering varied assessment methods to cater to different strengths and preferences.
Ensuring assessments do not disadvantage any group of students and considering cultural backgrounds and different learning needs.
Designing assessments that can be accessed and completed by all students, including those with disabilities.
Solutions
Use of technology
Technology integration
Enhancing accessibility and engagement for all students can be supported by online quizzes with instant feedback, interactive learning platforms (e.g., Kahoot, Quizlet), and assistive technologies (e.g., screen readers, speech-to-text).
Assessing Learning for Sustainability
This module equips educators with strategies and tools to integrate sustainable development principles into student learning assessment. Participants will learn to design eco-friendly, sustainability-focused assessments that build transversal competences, encourage self and peer evaluation, and prepare students to address global challenges responsibly and effectively.
Start
Education for Sustainable Societal Impact
This module helps educators integrate societal impact and sustainable development into their teaching. Participants will learn to design courses that promote critical thinking, social responsibility, and environmental awareness, empowering students with the skills and values needed to drive transformative change and contribute to a more sustainable and equitable future.
Start
Digitally Supported Assessment
This module helps teachers enhance assessment practices through digital technologies. Participants will learn to design and implement digital assessments, interpret learning data, provide effective feedback, and plan follow-up actions to improve teaching and learning. It offers practical exercises, resources, and self-assessment tools applicable across all fields of study.
Start
Personalized learning
These assessments identify individual learning needs and adapt instruction accordingly, ensuring that each student receives the support they require.
Initial needs assessment
Feedback loop
Feedback is paramount for successful learning. Continuous feedback allows students to improve before summative assessments, helping them to better understand and master the material. The teacher can plan formative assessment as a learning support with appropriate feedback as part of lesson planning. However, it is necessary to be ready for unplanned formative assessment during the elaboration of the lesson when it is noticed that the students are facing problems in mastering the lesson. Inclusive feedback should be three-fold: Opportunities for feedback should be provided throughout the learning cycle to develop the students’ assessment literacy.
Engagement and ownership
Encourages active participation and a sense of ownership over learning.
Designing Internationalized Courses
This module supports educators in internationalising student-centred course design by integrating global perspectives, intercultural awareness, and inclusive practices into teaching. Participants will gain knowledge of international guidelines, understand key concepts of internationalisation, explore diverse academic cultures, and learn to align their courses with global standards to enrich student learning in a connected world.
Start
Inclusive Mission and Community Engagement
This module helps educators create diverse and inclusive classrooms that prepare students to become active, responsible, and collaborative members of society. Participants will learn strategies to foster diversity competence, design inclusive learning and extracurricular activities, and facilitate value-based discussions that promote respect, engagement, and social responsibility in higher education.
Start
Validity and fairness
Hint: You optimize summative assessments and increase formative assessments. You consider alternative methods (e.g., open book exams, essays). You align assessments with learning outcomes and teaching methods.
Teaching for Sustainability
This module supports educators in integrating sustainable development across teaching and learning. It focuses on applying Education for Sustainable Development (ESD) pedagogies, encouraging student-led sustainability initiatives, and adopting environmentally friendly teaching practices to strengthen sustainability mindsets and actions within higher education.
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Support services and accommodations
Figure 4. The key aspects of assessment literacy (Price et al. 2012)
Universal Design for Learning (UDL)
Applying UDL principles means providing multiple means of engagement, representation, and expression. This can be achieved by using visual, auditory, and kinesthetic learning materials, as well as flexible assessment options that cater to different learning styles.
Inclusive Teaching and Student Support
This module explores how to make teaching and learning more inclusive by promoting diversity, equity, accessibility, respect, collaboration, and empowerment. Participants will learn practical ways to adapt teaching methods, materials, and environments to remove barriers, support all learners, and build a classroom culture where every student can participate, grow, and succeed.
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Student engagement
Formative assessments actively involve students in the learning process, making them more engaged and invested in their education.
Drag and drop the strategies into the correct stages of implementing inclusive peer-assessment.
Gather and act on feedback
Use anonymous assessments
Provide training sessions
Establish clear assessment criteria
Encourage reflective discussions
Preparation
Execution
Follow-Up
Categories Options
EXCELLENT
Solutions
In this sourse you will get an overview how to....SHORT description of TA
1. What is an inclusive assessment?
You'll gain a clear understanding of inclusive assessment, exploring its definition, key principles, and how it differs from traditional assessment methods.
Social skills
Improves communication and collaboration among students.
Assessment Aligned with International Standards
This module guides educators in internationalising student learning assessment by introducing European and global assessment principles, methods, and best practices. Participants will learn to apply discipline-specific and intercultural assessment approaches that support internationalised teaching and effectively evaluate students’ global and professional competences.
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Critical thinking
Develops students' critical thinking and evaluative skills.
Differentiated assessment methods
This strategy involves adapting formative assessments to meet the diverse needs of students. It includes varied question types and alternative assessment formats (e.g., oral presentations, portfolios).
Data-driven decision making
Acknowledgements
Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers Linda Huszár Bianka Bozzay
Authors Silke Preymann Dragica Trivic Marina Dikovic Sandi Rizvic Reviewers Frank Linde Sandi Rizvic
Iniclusive assessment practises
Indicators of student assessment literacy grouped into six domains (Hannigan et al. (2022)
Understanding diverse needs
Professional development
Ethical considerations
Self-reflection
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
Click here to find some suggestions and ideas to inspire further reflection and action.
International Collaboration for Societal Impact
This module supports educators in strengthening the international impact and societal mission of higher education. Participants will learn how to engage in international professional networks, research, and publishing, secure funding, enhance academic visibility, and motivate students to participate in global activities and mobility, while developing joint international educational programmes that foster collaboration and global engagement.
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Ethical and legal considerations
Teaching for International Learning Environments
This module enhances educators’ ability to teach and support diverse, international, and multilingual student groups. Participants will explore innovative teaching methods, learn to create inclusive and globally connected learning environments, and develop strategies for teaching and facilitating learning in English and other foreign languages to strengthen students’ international and intercultural competences.
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Digitally Supported Research and Societal Engagement
This module supports teachers in designing digitally enhanced courses that connect learning with real-world problem solving. Participants will learn to integrate digital tools that foster active learning, help students apply technological knowledge to novel situations, and use digital technologies to engage and collaborate effectively with stakeholders in teaching and learning.
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Hint: You clearly communicate learning outcomes, assessment criteria, and formats at the beginning of the course. You provide opportunities for students to practice and discuss assessment strategies.
Reliability
Student engagement and self-advocacy
Continuous improvement
Drag and drop the benefits of inclusive self-assessment into the correct categories.
Learning engagement benefits
Metacognitive benefits
EXCELLENT
Enhances self-reflection skills
Fosters a sense of responsibility
Increases self-awareness
Personalized learning experiences
Solutions
Designing Digitalized Courses
This module guides teachers in designing digitally supported courses that align with students’ needs and promote active learning. Participants will learn to select and organize digital tools and resources, create content that develops students’ digital skills, and apply practical strategies, exercises, and self-assessment tools to enhance digital teaching across all fields of study.
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