Inclusive Assessment

Embedding Inclusive Assessment

QAA, 2022

Communicates meaningfully

Provides formative oppotunities

Promotes authenticity

Fosters digital capabilities

Enables personalisation

Develops assessment literacy

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Questions

Embeds support

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Questions

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Questions

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Questions

Considerate policies and processes

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Questions

Requires reflection

The assessment process is clear and transparent to all developed through a constructive dialogue between staff and students. Different levels, and modes, of communication are managed to ensure timely and accessible information.

Assessment is continuously reviewed and critiqued, using feedback and discussions with students, staff, and key stakeholders, to ensure ongoing enhancement of policies, practices and processes.

To what extent do you create formative feedback opportunities that encourage students to action plan and improve their future work?

To what extent have you created a culture in which the receipt of formative feedback is seen as a positive developmental experience rather than something to be feared?

Assessment is designed to facilitate ownership and flexibility in how students demonstrate learning outcomes. Students feel empowered to make informed choices over what, when, and how they are assessed where appropriate.

Assessment design is alive to the opportunities of different technologies. It creates a culture in which students and staff can develop and extend their digital capabilities, facilitating learning and teaching in diverse contexts and environments.

The design of assessment policies and processes are informed by an awareness of student needs, understanding of external pressures, and insights into structural and societal barriers.

Academic and wellbeing support is integrated within teaching and assessment. It is easily accessible, dialogic, responsive, and considerate of individual student needs.

To what extent is academic and wellbeing support integrated into teaching and assessment?

To what extent are you confident that such support is accessible to all students and responsive to their different needs?

To what extent do the assessments in your curriculum enable students to demonstrate knowledge and skills in real-world contexts which are meaningful to them?

To what extent can you evidence that students understand how the knowledge and skills they are being assessed on, are transferable beyond the immediate subject area?

To what extent does the assessment in your curriculum permit students to make choices in relation to what, when and how they are assessed?

To what extent are students supported to make informed and decisive choices in relation to their assessments?

To what extent have you actively engaged with key stakeholders in relation to assessment to gain a holistic view of the quality and impact of assessment practices?

To what extent are you in a position to actively consider and, where appropriate, act upon stakeholder feedback received in an effective manner?

The assessment tasks are relevant to students’ subject areas, employment sectors and contexts of further study to which students will progress. The assessment culture encourages multi-modal and creative assessment design.

To what extent do you provide regular opportunities to engage students in the assessment process at appropriate points and in a variety of accessible ways?

To what extent does the staff group have a shared understanding of assessment and feel confident they are communicating this effectively and consistently?

To what extent are opportunities for clarifying learning outcomes and assessment expectations with students embedded within the curriculum with consistency and in a timely way?

To what extent do you involve students in developing a shared understanding of the purposes, requirements, and approaches to assessment?

To what extent have you received support in your work with relevant assessment policies and regulations?

To what extent has the support received and your awareness of student data encouraged you to consider the diversity of student needs in your assessment practices?

Assessment is framed as a developmental process within which students engage in formative tasks and receive timely, relevant and manageable feedback. Students feel safe to fail, knowing they will be supported to learn from the experience.

To what extent does the assessment within your curriculum harness the possibilities afforded by digital technologies?

To what extent does your assessment design support students to develop their digital capabilities?

Students are actively engaged with assessment processes with a focus on clarifying learning outcomes and expectations.Students and staff share an understanding of the purposes, requirements and approaches of assessment.

Inclusive Assessment

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