Pplus_short_TA3_INCL

Index

Introduction of Module

Supporting materials

Preliminary Assessment

Resources, Glossary

Learning materials

Mind Map

Unit 3.1

Inclusive Assessment Literacy

Case Study

Unit 3.2

Inclusive Diagnostic Assessment

Unit 3.3

Inclusive Formative Assessment & Feedback

Sum up Infographic

(with peer & self-assessment)

Unit 3.4

Inclusive Summative Assessment

Final Quiz - Survey - Badge

inclusive assessment

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

Inclusive assessment

Unit 3.1: Inclusive Assessment Literacy

Unit 3.3: Inclusive Formative Assessment & Feedback

Unit 3.2: Inclusive Diagnostic Assessment

Unit 3.4: Inclusive Summative Assessment

Self-assessment

Peer assessment

Ipsative assessment

Mindmap of the topic

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Fairness

Accessibility

Removal of barries

Flexibility

Ongoing feedback

Transparency

Concept map of Terminology

Inclusive assessment

Equity in Assessment

Cultural responsiveness

Differentiated instruction and UDL

Valid assessment

Reliable assessment

Formative assessment

Summative assessment

Diagnostic assessment

Assessment literacy

Benchmark assessment

Performance-based assessment

Self-assessment

Ipsative assessment

Peer assessment

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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.

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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

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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

10.

UNIT 3.3

Exercises

1.

9.

2.

3.

8.

7.

5.

4.

6.

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.

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

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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

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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

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.

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

10

Course completed!

Acknowledgements

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.

Figure 3. The key components of assessment literacy

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).

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.

• 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.

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.

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.

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

• 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

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