Inclusive assessments

The purpose of this guidance is to help provide overall good practice to write assignment briefs and to ensure all students, including those with neurodiverse conditions, can succeed. Assessments should consider students from all backgrounds and not place barriers upon students in terms of their ability to complete them.

Why is assessment design important when considering diversity

Assessment design is crucial when considering diversity because it ensures equitable and fair evaluation of individuals from different backgrounds. By considering diversity in assessment design, we can create inclusive and culturally responsive assessments that accommodate various learning styles and perspectives. It allows us to identify and address potential biases that may impact assessment outcomes, ensuring a more accurate reflection of individuals' knowledge and abilities. Inclusive assessment design also promotes equal opportunities and encourages the full participation and engagement of diverse learners. What follows are suggestions to help you design.

Designing the assignment task

  • Programme level design: Provide flexibility or give variety of assessment methods across the programme/module. Review the other alternative assessments across the programme and perhaps discuss with the other tutors to create a balance of different opportunities against similar approaches.
  • Learning Outcomes: Ensure the assessment has a clear link to module learning outcomes. This can be a challenge, try to think of the different assignment formats and types that would evidence student learning. Instead of examinations can you offer alternative assessments to meet the same learning outcomes.
    • Offer students alternative assessments to meet the same learning outcomes, for example neurodiverse conditions, physical disabilities may prevent them doing certain methods of assessment such as essay writing or exams.
  • Provide options for flexible assessment formats: Allow for diverse ways of demonstrating knowledge and understanding, such as oral presentations, multimedia projects, or written assignments, to accommodate different learning styles and abilities. See list of assessment types on this site.
  • Develop your understanding: Engage with School Dis.Co/School and Faculty EDI committee and University Disability Team if specific advice is needed. Engage in open communication with disability support services to understand the specific needs and accommodations required by students with disabilities. Seek their guidance in designing assessments that are inclusive and accessible.
  • Student voice: Reach out to students with disabilities before the assessment period to discuss their individual needs and determine appropriate accommodations or modifications. Involve students with disabilities in the design process by seeking their input and feedback on alternative assessments. Consider their perspectives and experiences to improve the inclusivity and effectiveness of future assessments. Creating an open and supportive environment for students to express their concerns or requirements.

Communicating the assessment task

  • Prepare students for assessment by ensuring students understand what is included in the assessment. This can be achieved by communicating within live sessions/tutorials how they can attempt the assessments.
  • Language: Be aware of the language you are using when writing the brief. Think about the student's background and use words that the students will recognise and use in their discipline.
  • Inclusive question design: clear and concise brief, using easy to understand language that students can quickly grasp. Use words that have been used in the lecture content and if using jargon, ensure it is defined. You can check language complexity by using this editing tool in Microsoft Word.
  • Make the guidance inclusive: Think of different ways to communicate the assessment task and criteria, for instance, prepare a video of what you are expecting from the assessments.
  • Provide formative submissions opportunities: Different types of formative assessment prior to summative submission can help to prepare for the assessment. Although this is extra work for the tutor, the focus on early intervention can reduce workload later in the process. See the guide on formative assessment on this site.
  • Provide guidance on the structure: Consider providing students with a template for them to follow to help them break down the assignment into sections. The structure may also include guidance on what aspects of the assignment to focus on first, helping to develop and manage how they approach an assessment. This is particularly important when introducing new assessment types.
  • Provide clear instructions and guidelines: Clearly outline the assessment task, expectations, and criteria in a way that is easy to understand. Break down complex tasks into smaller steps and provide examples to assist students in navigating the assessment requirements.
  • Technology: Use accessible technology (accessibility functions on Canvas and other Microsoft software such as Word can help students use reading software).

During the assignment

  • Offer early communication and consultation: Reach out to students with disabilities before the assessment period to discuss their individual needs and determine appropriate accommodations or modifications. Create an open and supportive environment for students to express their concerns or requirements.
  • Assessment chunking: Break/chunk assessment into summative stages as part of a portfolio e.g. essay planning submission as part of the assessment as an example, prior to submission of the essay.
  • Self-review: Encourage students to self-evaluate their work prior to submission. Perhaps cover this in a workshop or tutorial. They could also be asked to review past feedback and include statements on how they have used this successfully to guide their current submission.
  • Waypoint to support services: Talk to them about what skills they need, refer them to academic achievement pages and show them how to get help. This could also be included in any general guidance on the assessment.
  • Using the criteria: Explain marking criteria and get students to self-evaluate against that. This could involve sharing elements of past work for them to evaluate, or to look at a section that they are currently developing and how this matches with the given criteria.

Submission of the assessment

  • Deadlines: Timing of assessment for student submission (refer to guidance on assessment bunching).
  • Flexibility: Submission arrangements, can deadlines be flexible, set the end date to be open rather than close when due date has passed.
  • CME and evaluation processes to be utilised properly and to be completed as and when rather than at the end.
  • Allow for additional time or extensions: Recognise that students with disabilities may require additional time or extensions to complete assessments. Be flexible in accommodating their needs while maintaining fairness and academic standards.
  • Raise awareness and educate the wider academic community: Foster a culture of inclusivity by promoting awareness, sharing assessment practice and understanding of disability-related issues among academic staff and students.